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Digital Storytelling in The Community

This document discusses digital storytelling in the community. It explains that digital stories can be created by anyone using simple technologies and programs. Digital stories have the power to convey emotion and foster connections through the use of photos, videos, voiceovers, music and writing. The process of creating a digital story empowers learners by allowing them to craft a story on a topic of their choice and present it confidently after receiving feedback and improving their work. Educators can benefit from incorporating digital storytelling into their classrooms as it engages students through project-based learning.

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98 views4 pages

Digital Storytelling in The Community

This document discusses digital storytelling in the community. It explains that digital stories can be created by anyone using simple technologies and programs. Digital stories have the power to convey emotion and foster connections through the use of photos, videos, voiceovers, music and writing. The process of creating a digital story empowers learners by allowing them to craft a story on a topic of their choice and present it confidently after receiving feedback and improving their work. Educators can benefit from incorporating digital storytelling into their classrooms as it engages students through project-based learning.

Uploaded by

api-534504292
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Digital Storytelling in the Community

Whitney Ogden

Southeastern Oklahoma State University

EDUC 5333: Digital Storytelling

Dr. Katheryn Shannon

December 6, 2020
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Digital Storytelling in the Community

Constructing a digital story has brought many first-experiences to my life. My digital

story has pushed me past the boundaries of my comfort zone and has sent me to new heights. I

believe this experience has been most successful with the ISTE standard “Students use

technology to seek feedback that informs and improves their practice and to demonstrate their

learning in a variety of ways.” (ISTE) Whenever working on a project, I usually find it difficult

to ask for feedback on my work. Partially, I fear that whatever I had created was unsuccessful,

and partly my hesitation to share something before it is a final product. For my digital story, I

made myself okay with sharing an unfinished product. Receiving feedback from my peers helped

me visualize my story differently and brought changes that I had not personally thought of

before. When submitting the draft of my story, I was not confident with what I had created. But

my peers assured me that I was going in the right direction. I have learned that sometimes, it

takes a fresh set of eyes to catch things you may not see in your work.

To be a digital storyteller, you do not need to be an artist or a computer whiz. Digital

stories can be constructed using the simplest of technologies and programs. When given the right

tools, one can create a masterpiece with its original content. Digital stories can paint a visual

picture using photographs, videos, voice-overs, music, and writing. Digital stories also have the

power to add emotion and foster connections with the audience. Being a digital storyteller means

that you are the author of your story and have the choice to tell your story how you want it to be

viewed. This gives the digital storyteller a sense of identity when they can develop something to

their interests. This empowers the digital storyteller because their story is something that they are

confident in presenting. Anyone can be a digital storyteller, from students to community

members. Digital stories can be created to persuade, inform, and entertain like other forms of
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storytelling. The digital storyteller meets the empowered learner standards by setting goals for

their stories and accepts feedback through peer networks. The learner uses the input to develop

their digital stories further and successfully use them to create their stories.

Educators are familiar with project-based learning and the benefits of using it in their

classrooms. Similar to project-based learning, digital storytelling requires the learner to select

and develop a plan for their story. The learner needs to research their topic and organize how to

execute the story in the way they intend to. Like conducting scientific research, the learner’s

level will go through several steps, such as developing a story core and script to physically

piecing together their story, bringing it to life. When the story is of the learner’s interests or is

something that made a significant impact on their life, the learner is more motivated with the

project. The learner also tends to spend more time developing their project into something they

can be proud of and present confidently.


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References

ISTE Standards for Students. (n.d.). Retrieved December 06, 2020, from
[Link]

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