EDUC 892

Individual Assignment
Storytelling, Technology and the Classroom.

Abstract:
Since its origin, storytelling has functioned as an educational tool. Whether it was
used as a way to explain traditions and expectations of a tribal people or to teach a
generation about community activism, stories educate learners throughout society
(Garrety, 2008).
The art of telling stories is commonly used in classrooms today and while it is still
very similar to what our grandparents might have done, it has evolved into a much more
diverse and global exercise.
This paper will examine the role of storytelling in the classroom, the effects it has
on education and why we should us it in our teaching. It will also introduce the types of
storytelling possible through technology and ways of using the technologies in our
classrooms. The current BC Curriculum is also used as a guideline to relevant application
in our classrooms.

Why use Storytelling in the Classroom?

The role of an educator as a storyteller is something that we are familiar with but I
would like to suggest that our role has evolved into more of a facilitator of stories. The
idea of Digital Storytelling is not new, we have used blogs and online pen pals for years
in our classrooms. It does, however, have a far-reaching impact with new technologies.
Barrett (2006) suggests that digital storytelling facilitates the convergence of four student
centered learning strategies: student engagement, reflection for deep learning, project-
based learning, and the effective integration of technology into instruction. Another
summary of effective instruction is summarised by Merrill, who suggested that learning
happens when students encounter real-world problems and engagement, when existing
knowledge is built on and when new knowledge is presented, applied and integrated into
the learning of the student (2007). In our role as facilitators we can use technology that
will engage our students in a way that synthesises the theories. Using technology and the
web with storytelling as an over-arching theme, we can effectively:

 Engage our students in real world, real-time, community based collaborative

learning.
 Create the opportunities for learners to build, reflect on and share prior
knowledge.
 Use project based learning and the tool of technology to build knowledge and
experience at a personal and corporate level in the classroom.
 Allow for students to learn through communication and interaction through
technology and the web, facilitated and supported by an educator.

Storytelling is proven to be an effective way of communicating information to

students. Using stories that refer to an event already stored in long-term memory are
more easily remembered. As teachers, we can also intentionally create narrative to which
students are already familiar and therefore make stronger cognitive links. (Oberauer,
2002). The same idea applies when we teach a complicated idea through simple stories. A
very common phrase “It’s like this…” is a precursor to a story that teaches an idea. A
common example is that of the analogy or metaphor used by Jesus to explain ideas to His
disciples, such as the parable of the mustard seed  (Matthew 13, 31:32 NIV) or the Good
Samaritan (Luke 10, 35:37 NIV). The Qur’an also uses parables, for example; worldly
life is compared to the fall of rain and the cycle of vegetation (Verse 18:45). Parables and
metaphor in storytelling allows the student to expand on the parable in a way that can
show a depth of learning unexpected by the teacher. The student is given the opportunity
to internalise and explain the meaning through reflection that is based on prior
experience. The chance to reflect connects the story to our implicit memory, which is an
“Unintentional, nonconcious form of retention” (Schacter, 1992).

The current BC Curriculum of English Language Arts “Big Idea” is defined as

“Exploring stories and other texts helps us to understand ourselves and make connections
to the world”. One of the core competencies linked into every grade level and subject
area is the topic of Communication. The curriculum recommendations also include
Learning Standards such as “Recognize how language constructs personal, social and
cultural identity” and to “respond to text in personal, creative and critical ways”. Further,
it suggests a learning objective as “to use writing and design processes to plan, develop
and create engaging and meaningful literary and informational texts for a variety of
purposes and audiences” and to “select and use appropriate features, forms and genres
according to audience, purpose and message”. Stories and storytelling in the many forms
available to teachers on the web easily fulfill the expectations of the BC curriculum core
competency of communication and many of the subsequent learning standards.

Stories are also viewed as a way of sharing, which is the process of making social
connections. Digital storytelling has “evolved into a varied and multi-faceted form of
online communication that allows students to establish, build and maintain a social
presence online and in their communities” (Lowenthal, 2008). The conventional idea of
a story, that is, the process of reading to a group or reading a book has expanded past the
classroom or an individual exercise, to the world. Our students can experience the
ultimate in social pedagogy, the idea that learning is a shared and collaborative process.
Stories can be viewed, as Benmayer suggests, “As a way of situated learning; the process
of speaking about, reflecting on and analyzing lived experiences” (2008). The “lived
experiences” available on the web are vast and they can be used to teach our students in
an impactful and meaningful way that also connects the classroom to our Provincial
curriculum expectations.
Stories create the opportunity for context, or to be able to link different areas of
study together. Learned material in a science class, for example, can be communicated
through a story. Instructors can create a story to demonstrate an idea or, more effectively,
ask students to explain and re-create the new information in the form of a story. Bear in
mind that the idea of a “story” is much more than a traditional narrative, which will be
addressed later. Meta-cognitively, students will be able to think about what they have
learned and apply it to a new situation, such as re-communicating or re-explaining an
idea they have encountered.
 Stories also help develop listening skills and empathy as well as “creating a
conceptual framework for thinking; they can shape experiences into a whole that students
can understand” (Isbell et al 2004). By engaging students in a meaningful dialog through
stories we can help create an environment of understanding and empathy.
Using stories in all their forms will create the opportunity for educators to engage
and entertain students, to draw on student prior knowledge and to connect the student in a
meaningful way with the world through technology. An environment of reciprocal
learning with peers and the educator, as well as the ability to communicate difficult
concepts through story can be created. Teaching listening skills, empathy and open dialog
are all positive results of becoming a facilitator of stories in the classroom.

What Qualifies as a Story?

How does one define the basic layout or expectations of what a story looks like?
J.R. Rayfield defines a story based on the structure of the narrative. “The story must
have a clear beginning and end; it must also have a structure of a certain kind, and a
certain degree of complexity. Too simple or too complicated a story, or one in which the
structure is confused, is rejected” (1972). To prove this to yourself, think of a story from
your childhood. The most common stories; the ones we all remember, have a common
thread of a signal to start, a structure of a story not too difficult or too simple, and a way
of wrapping the story to an end. The structure is also defined typically with basic
elements such as conflict and resolution or conflict and lack of resolution, depending on
genre. The difficulty with defining what a story is, lies in the huge variation of what
people of different backgrounds, educational levels, cultural backgrounds and preferences
define as a story.
Rayfield (1972) suggests, “A sentence is considered as grammatical if the native
speaker agrees that it is properly constructed according to the grammar of his language”.
We can extend the idea that a story is a story, if it is structured from sentences that
convey meaning in a coherent way and in a fashion that allows a reader or listener to
understand, relate or be entertained. Further, a story can also follow the traditional format
of beginning, end, conflict and resolution. I would suggest that for the purposes of
incorporating storytelling in the classroom we judge the strength of a story by how well it
conveys meaning and, ultimately, our learning objectives. The definition I am suggesting
allows us the freedom to open our classroom to the many kinds of narrative and
storytelling and therefore create opportunities to engage and educate our students.
An example of using a story to teach an idea in the classroom is one I use
personally every year to teach kids how to use sandpaper:

SO, you guys know that house on your street that has a lawn that NEVER gets
mowed? (Students nod, point to themselves...) Well, someone finally decides to mow it.
They PULL out the lawnmower, fire it up and STUFF it through the grass! HUGE piles
of grass SHOOT all over and in the end the lawn is…awful. So, you know those little tabs
on the side of the mower? (Nods of understanding) You just pull those out a bit and you
can raise the mower up. SO now you can mow the grass easily. You might lower the
machine once or twice, maybe even mow a couple of times and the grass looks… Great.
Why am I telling you this? Check out the sandpaper. See how goes from rough to
smooth? Sure, you could always sand for HOURS with the smooth stuff but that’s like
mowing the first time at the lowest setting. NOT GREAT. What you do is sand first with
the rough stuff. Take the tops of the wood fibre off. Move to the next smoothest paper, do
it again. Maybe even one more time and voila! Perfect, smooth wood.

This is an example of how a story can be an effective teaching tool. I can define it
as a story because it communicates a learning goal and conveys a meaning. It pulls in
student interest; they are engaged and entertained. The story also refers to a common long
term working memory (the use of a lawnmower), which can help the student to remember
the details easily. The story draws experience through context to help comprehension.
The definition of a story and how it is communicated is what makes our position
as a facilitator of digital storytelling different from the traditional storyteller. We could
include genres such as traditional stories, learning stories, project-based stories, social
justice and cultural stories, and stories grounded in reflective practice (Sadik, 2008). I
would suggest that the five genres could be communicated through many forms,
including poetry, rap, spoken word, art, graphics, acting and traditional narrative. We can
expand the definition of a story and how it is told to include other forms of narrative
through technology. This difference is what we will look at next.

The Classroom Delivery of Storytelling:

No doubt we are all familiar with the image of a teacher sitting on a stool, book
open, while children sit around in a circle to listen. This classic form of reading a story is
very effective but I would suggest that with technology we could expand on the delivery.
A brief search on the web will reveal many different pieces of software but I have
focussed on specific versions that do not require a separate piece of software to be
downloaded. The forms of presentation and the method of delivery are:

 Voice with Podcasting using Podbean.

 Image and Text using Makebeliefscomix and Twiddla.
 Movie and Vlogcasting using Screencast-o-matic.
 Text alone with blogging with Edublogs.
 A Combination using Capzles.

Within the different forms of delivery I will also include examples of different
technology, how they can be used in the classroom and how each can be linked to the BC
Curriculum.
Podcasting is the process of creating content and uploading it to servers remotely
or locally. Users install software on a device that allows listening to the content on most
devices. What makes podcasting unique is that it is usually setup at specific intervals and
accessible on a subscription basis. Users can stream the material as it becomes available
or upload the podcasts to listen at a later point. The vast material and content available
for listening as a Podcast make it an ideal support for teacher led classes in the
traditional, behavioural style of education. Students can listen to material and report on
what they learned or in the style of a “flipped” classroom, can listen to the material at
home to reinforce material presented in the classroom.
What makes Podcasting powerful as a learning tool is it provides a way for
students to anonymously present material to others. Podbean is an example of free
software that allows students and teachers to upload content than add effects such as extra
sounds or clips. Users can modify the audio, change levels and create a professional
sounding podcast for free. Podbean, as well as other technologies online will store the
content and make it available to others for free. As a teaching tool, allowing students the
opportunity to research, create and share material affords deep learning opportunities. As
Bloom suggests, the act of analyzing, creating and presenting material is high order
thinking; students learn a great deal in the process. Podcasting can be an anonymous
process as well; students who have difficulty presenting in front of others may be able to
open up and share more authentically. Students will be able to share stories that are
personal, such as a testimony. They could also build a weekly “show” as a team of
learners who research material presented on class, write a script than re-present the
lessons to students in their own words. The material could be available to students in the
same class or anywhere in the world. Teachers looking for new ways to teach concepts to
younger learners could ask older students to present the material in a way that makes
more sense to other students.
Presenting material as text and images is another way to share stories.
Makebeliefscomix and Twiddla are two examples of free online software designed to
share material uploaded by students. Content can be in the form of photos, “digitised”
artwork or artwork created online. Text is added to the images and arranged to build a
narrative. The traditional image of a teacher holding an opened storybook comes to mind;
the online component is the vision of a globally available story. Students can create their
own content to be shared as an assignment to a teacher or, as in the example of a Podcast,
to many other sources. Using an image and text based form of communication overcomes
a potential obstacle of language with Podcasting. Students for whom English is a second
language will be afforded the time to review material for language issues, or will be able
to communicate using graphics and art. It must be remembered that storytelling is not all
about language. Artwork communicates a great deal and opens a dialog that often cannot
be matched with language alone. The BC Curriculum also includes Communication as a
Core Competency with this statement:
The communication competency encompasses the set of abilities that students use
to impart and exchange information, experiences and ideas, to explore the world around
them, and to understand and effectively engage in the use of digital media.
(https://curriculum.gov.bc.ca/competencies)
Using text and graphics to communicate with their class or the Global community
allows teachers to easily meet the BC Curriculum Core Competency of Communication.
Of note is the idea of “a set of abilities” which could include art and graphics as a tool of
communication.
Comfort with digital media and video production in particular is part of the life of
our students. YouTube has allowed a new generation of people to communicate at a level
unheard of less than a generation before. Young producers such as Tanya Burr, 25, with
10 million viewers and Alfie Deyes, who is 21 years old with 3 million viewers, see
YouTube and other forms of online “vlogging” as a way of communicating in a way over
which they control the content and delivery to a vast audience (Chawla, 2014). I would
suggest that many attempts at learning, teaching and education through online media
could be improved by giving more control over content to the learners themselves.
Screencast-o-matic is a free, online resource that allows students and teachers to
upload, modify and create videos. The resource will also store content for free and help
create connections between contributors of similar content. An ideal example would be to
assign a math concept easily understood to a group of students. The students would be
expected to re-explain the concept in a video using any form of production they felt
would work best. Although this example isn’t “storytelling” as we might expect, it is the
process of communicating an idea and therefore fulfils our earlier definition. Students
could also use the resource to re-tell traditional narrative in a format more meaningful to
themselves and other students, locally or globally. Most schools in BC have video
monitors throughout the school. Students could use video to create a “show” to highlight
announcements, cover local team successes, share stories and highlight creative examples
from the students in the school.
Blogging has become common in many classrooms in BC and shares a comfort
level with many educators who use blogging to communicate with parents and students.
Edublog is an example of an excellent resource for creating a blog in the classroom. An
example of a classroom-based blog is krebs.edublogs, which has links to several student
blogs that vary from very simple (http://fatoomsblog.edublogs.org/) to more complex
(http://futureblog.edublogs.org/). The educational thread that connects the examples is
that they are designed to communicate at a personal level. Students are using the blogs as
dairies to share ideas and personal stories. Blogging is ideal for teachers that are new to
online sharing and technologies, because the format is simple to set up, use and maintain
and requires simple technologies. Students and teachers can add, share and read material
on smart phones or computers with limited bandwidth requirements. Blogging is also
easy for a teacher to monitor and assess for learning objectives. Many classroom student
blogs have a format that follows traditional behaviourist style; the teacher assigns a
poem, for example, and the student posts it as a blog. The teacher can easily open the
blog, assign a mark, or share the blog as an example. Teachers can also establish a bond
with a class in another country and students of both countries can use the blog as a way of
sharing globally. Some blogging software builds on the Wordpress format, which allows
people to contribute live to the conversation. Students could be established as experts in
areas, such as very local-specific topics. Students in East Africa, for example, could teach
Western students about growing sweet potatoes and how to prepare cassava and Isombe.
What is important, however, is that the resource is used as a form of sharing material.
Reciprocity is important; that knowledge is shared and not a form of enlightening others,
as many interactions between Western and African Countries can be. The BC Curriculum
Personal and Social Core Competency states:
Personal and social competency is the set of abilities that relate to students'
identity in the world, both as individuals and as members of their community and society.
Personal and social competency encompasses the abilities students need to thrive as
individuals, to understand and care about themselves and others, and to find and achieve
their purposes in the world.
Blogging provides an excellent opportunity to fulfil the Personal and Social
competency in a way that will motivate and inspire learners.

Conclusion:
The Theory of using Storytelling in the class is based on sound evidence of
learning gained through using stories to teach. Prior experience, sharing and teaching
others, linking areas of learning, entertaining and motivating to learn through social
experiences, teaching empathy and listening skills all feature in storytelling. Evidence of
learning and using the different definitions of “story” are all demonstrated by examples in
the classroom and expectations of the BC Curriculum. The traditional definition of a
story and the variations of the definition are explained through examples. Using the new
definitions and how they can be used in the context of new technologies opens a huge
variety of ways to teach students using stories, as presented.
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Dalmeet Singh Chawla

Sunday 28 September 2014 00.05 BST
https://www.theguardian.com/technology/2014/sep/28/vloggers-changing-future-
advertising

Merrill (2007) A Task-Centered Instructional Strategy

Florida State University, Brigham Young University-Hawaii, and Utah State University