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Annotated Bibliograpy and Literature Review: Digital Storytelling - ETEC 532

Annotated Bibliograpy and Literature Review: Digital Storytelling - ETEC 532

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Literature Review: Digital Storytelling

Incorporating Digital Storytelling in Educational Settings

Annotated Bibliography and Literature Review

Claire Burgoyne ETEC 532 - University of British Columbia

Digital Storytelling

2 Annotated Bibliography Chung, S. K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22. (Retrieved from Eric Database, No. EJ766974).

Chung‘s article outlines the steps employed by graduate students in the creation of ...
Literature Review: Digital Storytelling

Incorporating Digital Storytelling in Educational Settings

Annotated Bibliography and Literature Review

Claire Burgoyne ETEC 532 - University of British Columbia

Digital Storytelling

2 Annotated Bibliography Chung, S. K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22. (Retrieved from Eric Database, No. EJ766974).

Chung‘s article outlines the steps employed by graduate students in the creation of ...

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Published by: cbbay on Nov 04, 2012
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11/29/2012

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Incorporating Digital Storytelling in Educational SettingsAnnotated BibliographyandLiterature ReviewClaire BurgoyneETEC 532 - University of British ColumbiaLiterature Review: Digital Storytelling
 
Annotated Bibliography
Chung, S. K. (2007). Art education technology: Digital storytelling.
 Art Education, 60
(2), 17-22.(Retrieved from Eric Database, No. EJ766974).
Chung‘s article outlines the steps employed by graduate students in the creation of digitalstories that explore the potential of teaching visual art and culture through this medium. A list of evaluation criteria highlights the importance of selecting elements that add to the storyline withan emphasis on aesthetics and visual literacy. Chung concludes that digital storytelling providesopportunity for art educators to involve students in problem solving activity that is relevant,personal, and meaningful. This article prompts me to reevaluate my approach to art instructionand consider how I might incorporate digital storytelling thereby encouraging students to createpieces describing their passions and who they are.Di Blas, N., & Garzotto, F., Paolini, P., Sabiescu, A. (2009). Digital storytelling as a whole-classlearning activity: Lessons from a three-years project. In:
Proceedings of ICIDS 2009,
LNCS 5915, Springer, p. 14–25. Retrieved February 28, 2012, from:[PDF] from tec-lab.ch
This study was conducted to explore the prolonged use of collaborative digital storytellingin educational settings. It highlights the advantages of learning in community and how suchlearning promotes a deeper understanding than occurs when individuals explore topicsindependently. The inclusion of a table summarizing the educational benefits of whole classdigital storytelling provides support for the promotion of digital storytelling at the K-12 level.Digital Storytelling
2
 
This study begins to answer the call for more research regarding the benefits of digitalstorytelling however, I would like to learn more from the researchers about the design andimplementation of the project as well as a detailed analysis of their findings.Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching andlearning in the YouTube generation.
 Middle School Journal
,
42
(5), 4-9. (Retrieved fromEric Database, No. EJ934075).
The authors define the benefits to students of instructional digital stories as being engagingand accelerating students’ comprehension. This article is concise and uses familiar examplesstressing the importance of story length, music, and humour to create quick clever lessons thatcommunicate with students in a language they are familiar with. I found the comparison of teacher created math videos to YouTube videos helpful. In making this comparison the authorsvery clearly define criteria for digital storytelling for instructional purposes.Robin, B. R. (2008a). Digital storytelling: A powerful technology tool for the 21st centuryclassroom.
Theory Into Practice, 47 
, 220-228. (Retrieved from Eric Database, No.EJ799668).
Robin responds to the claim by researchers that the use of technology in classrooms hasmade no significant positive impact on student achievement. He emphasizes the differencebetween simply placing computers and software in classrooms and integrating technology withinstruction and learning. He highlights the benefits to students and their learning through digitalDigital Storytelling
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