Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project

Figg, Candace; McCartney, Robin; Gonsoulin, Walter

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Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project

Figg, C., McCartney, R. & Gonsoulin, W. (2010). Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project. Contemporary Issues in Technology and Teacher Education, 10(1), 38-79. AACE.
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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 10, Issue 1, March 2010
Association for the Advancement of Computing in Education (AACE)

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Authors

Candace Figg, Brock University, Canada; Robin McCartney, University of Louisiana at Lafayette, United States; Walter Gonsoulin, Starkville School District, United States

Abstract

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching/learning experience—middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history. Prior to a university-based workshop, 2 weeks of structured activities using the Model of Digital Storytelling (Figg, 2005) focused on rich language development, oral history, and movie-making technology in a community-based summer enrichment program designed for underachieving student learners. Teacher candidates facilitated the workshop interaction between student learners and their VIPs. Data sources included interviews, exit surveys, reflective journals, research field notes, and student/parent-created artifacts. All participants were positively impacted through this digital storytelling process. Noted improvement of writing and technical skills, increased motivation due to VIP involvement, and greater awareness of future educational opportunities for student learners were among the key findings of this study.

Keywords

References

Ballast, K., Stephens, L., & Radcliffe, R. (2008). The effects of digital storytelling on sixth grade students' writing and their attitudes about writing. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education
International Conference 2008 (pp. 875-879). Chesapeake, VA: Association for the Advancement of Computers in Education.
Behmer, S., Schmidt, D., & Schmidt, J. (2006). Everyone has a story to tell: Examining digital storytelling in the classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp.
BellSouth Foundation. (2003). The growing technology gap between schools and
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115-141).Hillsdale, NJ: Lawrence Erlbaum.
Carey, D. M. (1993). Teacher roles and technology integration: Moving from teacher as director to teacher as facilitator. Computers in the Schools, 9(2-3), 105-118.
Cifuentes, L., Davis, T., & Clark, S. (1996). From sages to guides: A professional development study. ERIC Database. (ED397036)
DeVoe, J.F., Peter, K., Noonan, M., Snyder, T.D., & Baum, K. (2005). Indicators of school crime and safety: 2005 (NCES 2006–001/NCJ 210697). Washington, DC: U.S. Government Printing Office.
Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Thousand Oaks, CA: Sage Publications.
Figg, C. (2005) Activity types that make digital storytellers out of digital techies: A hierarchical model for developing writing and digital storytelling skills. Unpublished manuscript.
Figg, C., & Burson, J. (2009). Unpacking technological pedagogical and content
Figg, C., Ward, R., & Guillory, D. (2006) Using social studies content themes and digital storytelling to make video come alive. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp.
Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Gonsoulin, W. (2005). [Inviting School Survey (ISS-R) of Students, Parents, Teachers, Counselors, and Administrators in Iberia Parish]. Unpublished raw data.
Jaipal, K., Figg, C., Atack, M., & Orvitz, F. (2008). Existing community practices and designed interventions: Understanding the tensions in supporting pre-service teachers to integrate ICT during practice teaching. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference
2008 (pp. 5235-5237). Chesapeake, VA: Association for the Advancement of Computers in Education.
Langer, E.J. (1998). The power of mindful learning. Reading, MA: Perseus Books.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Publications.
Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education and the Arts, 2(1), 1-14.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
National Board of Professional Teaching Standards. (2006). The standards. Retrieved from http://www.nbpts.org/the_standards
National Council for Accreditation of Teacher Education. (2001). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author.
Novak, J. D., & Gowin, J. D. (1984). Learning how to learn. New York, NY: Cambridge University Press.
Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the Net Generation. Educating the Net Generation. Retrieved from http://www.educause.edu/IsItAgeorIT:FirstStepsTowardUnderstandingtheNetGeneratio N/6058
Onwuegbuzie, A. J., & Leech, N. L. (2004). Enhancing the interpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4), 770-792.
Paivio, A. (1986). Mental representations. New York, NY: Oxford University Press.
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
Payne, R. K. (1996). A framework for understanding poverty (3rd ed.). Highlands, TX: aha! Process, Inc.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.
Purkey, W. W., & Novak, J. (1996). Inviting school success: A self-concept approach to teaching and learning. (3rd ed.). Belmont, CA: Wadsworth.
Riner, P.S. (2003). The intimated correlation of invitational education and effective classroom management. Journal of Invitational Theory and Practice, 9, 41-55.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development.
Steen, L. A. (1991). Reaching for science literacy. Change, 23(4), 10-19.
Sulla, N. (1999, February). Technology: To use or infuse. The Technology Source. Retrieved from http://technologysource.org/article/technology/
Tompkins, G. (2005). Language arts: Patterns of practice. Upper Saddle River, NJ: Prentice Hall.
Trowbridge, J. E., & Wandersee, J. H. (1998). Theory-driven graphic organizers. In J. J. Mintzes, J. H. Wandersee, & J.D. Novak (Eds.), Teaching science for understanding: Vol. 3: A human constructivist view (pp. 95-131). San Diego, CA: Academic Press.
Ward McCartney, R., Figg, C., & Gonsoulin, W. (2009). Differentiating instruction with digital storytelling while making connections to critical literacy. Teaching and Learning, 5(1), 31-44.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Ballast, K., Stephens, L., & Radcliffe, R. (2008). The effects of digital storytelling on sixth grade students' writing and their attitudes about writing. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education

[2] International Conference 2008 (pp. 875-879). Chesapeake, VA: Association for the Advancement of Computers in Education.

[3] Behmer, S., Schmidt, D., & Schmidt, J. (2006). Everyone has a story to tell: Examining digital storytelling in the classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp.

[4] BellSouth Foundation. (2003). The growing technology gap between schools and

[5] Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115-141).Hillsdale, NJ: Lawrence Erlbaum.

[6] Carey, D. M. (1993). Teacher roles and technology integration: Moving from teacher as director to teacher as facilitator. Computers in the Schools, 9(2-3), 105-118.

[7] Cifuentes, L., Davis, T., & Clark, S. (1996). From sages to guides: A professional development study. ERIC Database. (ED397036)

[8] DeVoe, J.F., Peter, K., Noonan, M., Snyder, T.D., & Baum, K. (2005). Indicators of school crime and safety: 2005 (NCES 2006–001/NCJ 210697). Washington, DC: U.S. Government Printing Office.

[9] Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Thousand Oaks, CA: Sage Publications.

[10] Figg, C. (2005) Activity types that make digital storytellers out of digital techies: A hierarchical model for developing writing and digital storytelling skills. Unpublished manuscript.

[11] Figg, C., & Burson, J. (2009). Unpacking technological pedagogical and content

[12] Figg, C., Ward, R., & Guillory, D. (2006) Using social studies content themes and digital storytelling to make video come alive. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp.

[13] Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.

[14] Gonsoulin, W. (2005). [Inviting School Survey (ISS-R) of Students, Parents, Teachers, Counselors, and Administrators in Iberia Parish]. Unpublished raw data.

[15] Jaipal, K., Figg, C., Atack, M., & Orvitz, F. (2008). Existing community practices and designed interventions: Understanding the tensions in supporting pre-service teachers to integrate ICT during practice teaching. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference

[16] 2008 (pp. 5235-5237). Chesapeake, VA: Association for the Advancement of Computers in Education.

[17] Langer, E.J. (1998). The power of mindful learning. Reading, MA: Perseus Books.

[18] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Publications.

[19] Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education and the Arts, 2(1), 1-14.

[20] Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.

[21] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

[22] National Board of Professional Teaching Standards. (2006). The standards. Retrieved from http://www.nbpts.org/the_standards

[23] National Council for Accreditation of Teacher Education. (2001). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author.

[24] Novak, J. D., & Gowin, J. D. (1984). Learning how to learn. New York, NY: Cambridge University Press.

[25] Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the Net Generation. Educating the Net Generation. Retrieved from http://www.educause.edu/IsItAgeorIT:FirstStepsTowardUnderstandingtheNetGeneratio N/6058

[26] Onwuegbuzie, A. J., & Leech, N. L. (2004). Enhancing the interpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4), 770-792.

[27] Paivio, A. (1986). Mental representations. New York, NY: Oxford University Press.

[28] Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.

[29] Payne, R. K. (1996). A framework for understanding poverty (3rd ed.). Highlands, TX: aha! Process, Inc.

[30] Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.

[31] Purkey, W. W., & Novak, J. (1996). Inviting school success: A self-concept approach to teaching and learning. (3rd ed.). Belmont, CA: Wadsworth.

[32] Riner, P.S. (2003). The intimated correlation of invitational education and effective classroom management. Journal of Invitational Theory and Practice, 9, 41-55.

[33] Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

[34] Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development.

[35] Steen, L. A. (1991). Reaching for science literacy. Change, 23(4), 10-19.

[36] Sulla, N. (1999, February). Technology: To use or infuse. The Technology Source. Retrieved from http://technologysource.org/article/technology/

[37] Tompkins, G. (2005). Language arts: Patterns of practice. Upper Saddle River, NJ: Prentice Hall.

[38] Trowbridge, J. E., & Wandersee, J. H. (1998). Theory-driven graphic organizers. In J. J. Mintzes, J. H. Wandersee, & J.D. Novak (Eds.), Teaching science for understanding: Vol. 3: A human constructivist view (pp. 95-131). San Diego, CA: Academic Press.

[39] Ward McCartney, R., Figg, C., & Gonsoulin, W. (2009). Differentiating instruction with digital storytelling while making connections to critical literacy. Teaching and Learning, 5(1), 31-44.

Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project

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