Digital storytelling is described by some as an art form and a powerful tool for self-expression. Googling the phrase “digital stories” returns thousands of sites that specialize in this unique form of expression. The majority of these websites, however, explore digital storytelling as a learning tool to promote good writing, reflection and most importantly creativity. In this article, we are going to examine how language instructors could incorporate digital storytelling in their teaching and how ESL students could benefit from using this tool.
Digital storytelling uses pictures, videos, text, music and narration to bring life to a particular concept. From a pedagogical perspective, a digital storytelling activity targets all four skills (reading, writing, listening and speaking) and also promotes research skills, critical thinking and reflection. Furthermore, digital storytelling helps learners improve their technology skills by providing a meaningful environment to interact with technology. Finally, digital storytelling is an excellent tool for informally assessing learners on their language skills as well as their understanding of a specific subject.
Before you design your digital story you need to consider the following:
a- The technology tools: In order to develop digital stories, your school/program needs to have access to computers with Internet connection. Students need to be able to browse the web and download images to insert into their digital story presentations. If you don’t have Internet access, you might consider scanning images as an alternative. It is also important to ensure that computers are equipped with the necessary software tools (see b) and have decent “working” microphones for students to record their narrations.
b- In terms of software, I recommend the following two options (both are free)
a. Windows Movie Maker (part of every Windows XP or Vista OS installation)
b. Windows Photo Story 3 (available for download from Windows) Link
c- Your students’ technology skill level: ensure that your students are familiar with basic computer skills such as saving files, browsing for files, basic copy/paste functions…etc. The above mentioned software applications are very simple to use and don’t require advanced computers knowledge.
Creating a digital story
1- Script development: students will write the story, often with a group called a story circle to provide feedback and story development ideas. By working collectively, learners are practicing their speaking and negotiating meaning. This stage could last for more than one session, depending on the learning objectives you have set for your class. In an integrated skills’ environment, I would have students submit multiple drafts of their scripts and assist them with form and structure.
2- Record the story (audio recording and editing): Now that your students are ready to record their stories, they need to practice their narration and work on their oral production (fluency, intonation, pronunciation). As with step 1 (writing), you need to decide what areas need special attention depending on your learning objectives.
3- Capture and process the images to further illustrate the story (image downloading/scanning and editing): This a fun step in which students are able to be creative and original as they choose images they believe are meaningful reflections of their stories. As an instructor, you might have them justify their choices as an additional speaking/critical thinking activity.
4- Combine narration, images (and any additional video) onto a timeline, add music tracks. This is another venue for learners to unleash their creativity as they mix images, and add cool transitions and fun music to their stories.
5- Reviewing and presenting the finished version of the digital story: Your students are now ready to share their wonderful stories with the world. This could be done as a special presentation session, ideally using a computer projector for other students to watch and enjoy. If you decide to include assessment in this project, I would recommend doing so informally and avoiding commenting on form and structure during or immediately after presentations. In fact, all aspects of this activity are based on a communicative approach where focus is on process as opposed to product.
