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Today's students don't think twice about generating original electronic content and sharing it online" (Educause, 2007, p.2).

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Today's students don't think twice about generating original electronic content and sharing it online" (Educause, 2007, p.2).

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This quote highlights the importance of meeting students where they are at in this time. Technology and the Internet are at the forefront of society. Jobs, news, and communication happens online and now more than ever multimedia skills are crucial for those who want to be able to make it in an increasingly globalized world. Students are already using technology throughout the day, so teachers can encourage them to use it for educational purposes. Even though learners use the Internet and technology, some of them look at it as a rather social tool, and not educational. It is significant that educators point out the educational and professional benefits, so that students know that the skills they are learning are transferable. In addition, students learn how to work collaboratively and think critically about their projects. They will get feedback, but also get a chance to comment on their peers work. It becomes more of a collaborative effort with wonderful results to share with others. A digital story is definitely a project that students should be able to happily share with others. by Osaro Althouse

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"If the digital story is about living on a boat and students take pictures of each other standing in front of a bookcase, then they haven't thought through the composition well enough" (Ohler, 2013, p.233). 

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"If the digital story is about living on a boat and students take pictures of each other standing in front of a bookcase, then they haven't thought through the composition well enough" (Ohler, 2013, p.233). 

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I think this quote is very powerful, especially now after we have completed our first project. It can sometimes be difficult depending on the project students choose and the availability of pictures to find the images that will best project a chosen story. It is crucial that the storyteller comes up with ways to still convey the accurate meaning. This can be done in several ways. As suggested in Ohler (2013), we can use drawings, a blank white background, and more to spark the audience' imagination if we don't have exact images available to us. I believe that this is one of the main things why students benefit so much from creating a digital story. It helps them develop a variety of skills at the same time. They are able to be creative, work on their language skills and organizational skills, as well as improve their technological skills. by Osaro Althouse

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"On the other hand, the positive effects of digital storytelling in the foreign

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"On the other hand, the positive effects of digital storytelling in the foreign

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language classroom are many.". Hibbing and Rankin-Erickson (2003)
and Boster, Meyer, Roberto, and Inge (2002)

One of the most positive effects of storytelling I have seen as a teacher is
team building. EF, the company I work for during the summers has a
project based element in which students must work as teams to tell a
story, mostly but not exclusively digitally, about their one month stay in
the US. Teams wherever possible are divided into boy/girl and as many
countries as possible to encourage English speaking. Each member of
the team has a job, and I have been encouraging them to use story-
boards (who knew!) to help them stay on task. Their stories are so inter-
esting and there are so many different takes on their stay, that it has
become the highlight of the course when they are shown to all the
students on the last day.

Torres, A., (NDA) . Digital storytelling as a pedagogical tool within a didactic
sequence in foreign language teaching, Digital Storytelling and
Foreign Language Teaching: Linguistic Routines, Digital Education
Review, Number 22, December, 2012, retrieved from
http://greav.ub.edu/der

Jim

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"In my teacher workshops I like to use the equipment that teachers have on hand. Doing so makes it more likely that teachers can and will transfer what they learn in the workshop to their classrooms"                       (Ohler, 2013, p.213). 

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"In my teacher workshops I like to use the equipment that teachers have on hand. Doing so makes it more likely that teachers can and will transfer what they learn in the workshop to their classrooms"                       (Ohler, 2013, p.213). 

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This quote immediately resonated with me because of several reasons. First, this quote applies to teachers and students. Learners for instance, truly benefit from authentic materials. Teachers who use materials and plan lessons that students can apply outside the classroom probably have a higher chance in impacting students' use of English outside the classroom. In addition, when using technology with students, it is important to direct students towards available resources in the community or use technological devices that are available to students. If this is possible, learners get a lot of time to practice and get opportunities to advance and build upon the learned skills. For teachers, it is crucial that they have the equipment that is introduced and used during a workshop. If not, the likelihood of becoming an expert or taking it from theory to practice is very low. As teachers or students we have to remember that accessibility is key. by Osaro Althouse

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"A didactic sequence is a group of activities designed and organized by a teacher in order to reach a learning objective. The particular order of these activities and the rythym in which they are presented is crucial for the learning process , since the final outcome does not depend on the content of each task, but on how all of them are arranged within the lesson." (Dolz and Schewuly, 2006; Vila-Santasusana, 2002)

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"A didactic sequence is a group of activities designed and organized by a teacher in order to reach a learning objective. The particular order of these activities and the rythym in which they are presented is crucial for the learning process , since the final outcome does not depend on the content of each task, but on how all of them are arranged within the lesson." (Dolz and Schewuly, 2006; Vila-Santasusana, 2002)

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When I was working on my TESOL teaching certificate, my teachers were very strict in this area. There was a certain formula on how to build a lesson plan. It is the basis of my story map. Encounter, Internalize and Fluency. I remember that sometimes it even worked better if you started backwards with the final activity done first in your lesson planning. List all the topics, vocab, strategies, grammar, and such and then place them where you think you will need them in the three categories. I found that it sometimes helped me to stay on task as I planned my lesson, although there were times where I just never got out of the first step once I started teaching.

Torres, A., (NDA) . Digital storytelling as a
pedagogical tool within a didactic
sequence in foreign language teach-
ing, Introduction, Digital Education
Review, Number 22, Decenber, 2012,
retrieved from
http://greav.ub.edu/der

Jim

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"On one side of the line, students want to do what they want to do with

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"On one side of the line, students want to do what they want to do with

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their media pieces, without much thought about whether audience

members understand what they are trying to say". (Ohler, 2013)

I'm not sure I agree with Ohler on this. I'm not sure how he got into

each one of his student"s heads and knows exactly what they are

thinking about while they are creating their media piece. Media pieces

in my opinion are art. They are created. I've considered myself an artist

(watercolors) most of my life. I have done many, many pieces. I work

and think and choose and adjust what about the subject I am going to

portray. I feel that the process the creator takes, no matter what it

seems like to someone else is as important as the finished product.

When you are a teacher and have students from so many different

countries and cultures, it is impossible to know what's going on unless

you ask them and make that part of the lesson. What are they seeing

and what is their interpretation. I think it is important to let go a bit on

the creative side, yet still make them accountable to some degree.

Ohler, J., (2013) . Digital storytelling in the classroom, Media Grammar

for Teachers, Thousand Oaks, California: Corwin, A SAGE

Company

Jim

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"Digital stories can be instructional, persuasive, and historical or reflective."

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"Digital stories can be instructional, persuasive, and historical or reflective."

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I do agree with this statement. Digital stories can be many things. They can be use to instruct students about a certain topic. It can also be used to change a person's mind. Finally, it can also be used to think about the topic or to give historical facts. By Marco Page

EDUCAUSE Learning Initiative. (7). things you should know about… Digital Storytelling. Boulder, CO: EDUCAUSE. Retrieved on February, 8, 2010.

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"The use of digital storytelling in the class of second language acquisition constitutes a pedagogical tool that can be included within the frame of a didactic sequence."

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"The use of digital storytelling in the class of second language acquisition constitutes a pedagogical tool that can be included within the frame of a didactic sequence."

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This quote also resonated with me because it is stating that a digital story can be a tool in second language acquisition. Now, I think instructors should learn how to use this tool in order to use it in the classroom with their students. I am debating on how to use a digital story in my level 3 language class. By Marco Page

Pastor, M., Ponce, E., & Torres, A. (2012) Digital storytelling as a pedagogical tool within a didactic sequence in foreign language teaching. Digital Education Review, 22, 1-18.

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"Many scholars have long highlighted the importance of the use of digital storytelling in language teaching and learning."

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"Many scholars have long highlighted the importance of the use of digital storytelling in language teaching and learning."

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This quote resonated with me because it informs me that there is evidence to prove that digital storytelling can be beneficial in a classroom setting. Also, if scholars have indeed stated that digital storytelling can benefit learning, why not use it as a tool of instruction. By Marco Page

Pastor, M., Ponce, E., & Torres, A. (2012) Digital storytelling as a pedagogical tool within a didactic sequence in foreign language teaching. Digital Education Review, 22, 1-18.