Using Social Studies Content Themes and Digital Storytelling to Make Video Come Alive PROCEEDINGS
Candace Figg, West Texas A&M University, United States ; Robin Ward, Dayle Guillory, University of Louisiana at Lafayette, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The use of digital storytelling as a framework for teaching video creation and writing skills while producing work appropriate for social studies content was the topic of the research conducted for this article. A technology course, called Video Technologies and Applications, was designed using a digital storytelling framework and implemented Fall 2004 and Spring 2005. Participants completing the coursework valued the experiences provided by course design for three reasons. First, participants felt that using digital storytelling according to the Model of Digital Storytelling framework (Figg, 2005) promoted the development of effective writing skills. Secondly, using activity types based upon social studies content became effective mental tools for integrating digital storytelling across the curriculum. And, finally, using the digital storytelling framework provided technology teachers with an authentic format for video construction.
Figg, C., Ward, R. & Guillory, D. (2006). Using Social Studies Content Themes and Digital Storytelling to Make Video Come Alive. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 663-668). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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