WEEK 7: DIGITAL STORYTELLING

 WEEK 7: DIGITAL STORYTELLING

Following a public holiday, our missed classes found themselves relocated to a single elongated session on Wednesday, demanding a three-hour session. For me, it became a struggle against the encroaching waves of drowsiness and the weariness that often accompanies prolonged lectures. However, amidst this endurance test, this week's session emerged as a refreshing plunge into the realm of digital storytelling and is an unexpected delight! Prior to that, Dr. Lina provided us with information about the individual presentation and a thorough explanation of the teaching demo that we must complete as part of our assignment. Besides, we are required to incorporate the storytelling techniques she taught us in this session into the individual presentation. 

But what does digital storytelling entail, you might wonder? It is an amalgamation of traditional storytelling techniques fused with a diverse array of digital mediums in which text, images, audio, video, and music are woven together to convey intricate information on specific subjects (Gregori-Signes, 2010). Integrating Digital Storytelling (DST) into educational practices doesn't merely stoke the fires of motivation; it serves as a guiding beacon, aiding students in comprehending course material while honing their technological prowess (Harjono & Wiryotinoyo, 2021). Dr. Lina's tutelage in crafting digital narratives was eye-opening; she stressed that narratives need not always be grounded in facts, they can take flight into the realm of fiction, triggering critical thinking among students (Yang et al., 2022). Furthermore, it is incredibly simple to accomplish in this day and age of technology, as nearly everyone owns a computer, tablet, or other such device in addition to a smartphone.

During the session, Dr. Lina showcased her digital storytelling expertise using "Sleepless in Seattle," an experience that truly captivated me. Furthermore, her insights on crafting effective digital stories, particularly emphasizing the technique of 'showing instead of telling', were invaluable. As part of an exercise, I was tasked with rephrasing a statement: "Telling: She was uncomfortable around him." My response, "Can you go away from my side?" while not entirely 'showing,' leaned more toward storytelling. Yet, Dr. Lina commended my effort, providing positive reinforcement that significantly boosted my confidence and motivation to learn further (Bernier et al., 2012). My exposure to digital storytelling in this context reminded me of my participation in storytelling competitions during my elementary school days which is an experience that still resonates deeply within me. The difference is that traditional storytelling relies on verbal or written narratives, while digital storytelling employs multimedia elements and technology to create dynamic, immersive narratives.

Digital storytelling, deeply entrenched in the principles of constructivism, emerges as a transformative force in education, seamlessly merging digital media with innovative teaching methodologies (Smeda et al., 2014). Its impact transcends mere motivation and teamwork, aligning harmoniously with the ethos of constructivism by underlining the need for a tailored framework that accommodates diverse learners' needs and learning styles.    

In conclusion, this week's session is another informative week for me! This session has not only underscored the paramount importance but has also illuminated the myriad advantages of embedding digital storytelling into our pedagogical practices. Now I would learn to have a thorough grasp of its methods to be better prepared to skillfully incorporate this strategy into my teaching endeavors. Furthermore, I am inspired to mentor and guide students, encouraging them to embrace digital storytelling as a means to enrich their learning journeys and foster deeper connections with the subjects they encounter.

References

Bernier, S., Simpson, C. G., & Rose, C. A. (2012). Positive and negative reinforcement in

increasing compliance and decreasing problematic behavior. National Teacher Education Journal, 5(1).

Gregori-Signes, C. (2010). Pratical uses of digital storytelling. ResearchGate.

https://www.researchgate.net/publication/253907387_PRACTICAL_USES_OF_DIGITAL_STORYTELLING

Harjono, H. S., & Wiryotinoyo, M. (2021). Exploring the benefits of digital storytelling for

enhancing teaching and learning. Proceedings of the 3rd Green Development International Conference (GDIC 2020), 205. https://doi.org/10.2991/aer.k.210825.047

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the

classrooms: a comprehensive study. Smart Learning Environments, 1(1). https://doi.org/10.1186/s40561-014-0006-3

Sparkol. (2015, August 20). Digital Storytelling: What is it and what isn't it? | Sketchnote |

Sparkol [Video]. YouTube. https://www.youtube.com/watch?v=pGJyrScH_hk&ab_channel=Sparkol

Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2022). Digital storytelling as an interdisciplinary

project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4). https://doi.org/10.1080/09588221.2020.1750431