# data[].attributes.headline
"To effectively support English language learners you need to help them 
meet both the challenge of learning a new language and learning academic
 content using that new language.

# data[].attributes.subject
"To effectively support English language learners you need to help them 
meet both the challenge of learning a new language and learning academic
 content using that new language.

# data[].attributes.body
Creative Educator. (n.d.). Meeting the needs of English language learners. Creative Educator. Retrieved August 10, 2014, from http://creativeeducator.tech4learning.com/english-language-learners

It is very important that we as educators deliver to our students the skills to succeed academically. I think it would be a good idea to create some sort of digital story that helps to incorporate academic language. Alex, any ideas?

# data[].attributes.headline
"Storyboarding and script-writing are the steps that students most frequently give short shrift, or even skip altogether. But be forewarned that, without advance thought and planning, the amount of time students will need for production increases exponentially. In addition, stories created without planning, feedback, and revision, are usually of lesser quality – both in terms of production value and substance."

# data[].attributes.subject
"Storyboarding and script-writing are the steps that students most frequently give short shrift, or even skip altogether. But be forewarned that, without advance thought and planning, the amount of time students will need for production increases exponentially. In addition, stories created without planning, feedback, and revision, are usually of lesser quality – both in terms of production value and substance."

# data[].attributes.body
Matthews-DeNatale, G. (2008). Digital Storytelling. Boston: Simmons College. Retrieved August 10, 2014, from https://net.educause.edu/ir/library/pdf/ELI08167B.pdf

Taking note from the first DST project, I now realize how important a well-planned storyboard can be. Taking the proper steps to plan ahead and break down the project into manageable pieces is the only way to get the best out of the story. I should be able to avoid some of the issues that I encountered later in prodcution by creating a more organized storyboard that matches my script.

# data[].attributes.headline
"While the heart and power of the digital story is shaping a personal 
digital story about self, family, ideas, or experiences, the technology 
tools also invite writers and artists to think and invent new types of 
communication outside the realm of traditional linear narratives.

# data[].attributes.subject
"While the heart and power of the digital story is shaping a personal 
digital story about self, family, ideas, or experiences, the technology 
tools also invite writers and artists to think and invent new types of 
communication outside the realm of traditional linear narratives.

# data[].attributes.body
Digitales. (n.d.). About Digital Storytelling. Home. Retrieved August 10, 2014, from http://www.digitales.us/about/digital-storytelling

I believe that it is important for digital storytellers to embrace the technology that they have at their fingertips. Unlike traditional storytelling, in the digital world you can use different types of media to influence the story and add a richer depth to the material. This also opens up many more options for storytellers. They can bounce around and not have to deliver a linear story. The end result should prove to be much more engaging!

# data[].attributes.headline
		
	
	
		
			
				
					
						"Creating and watching digital stories has the potential to increase
the information literacy of a wide range of students. Moreover,
digital stories are a natural fit for e-portfolios, allowing students not
only to select representative artifacts from their academic careers
but also to create compelling resources that demonstrate the student’s learning and growth. "

# data[].attributes.subject
		
	
	
		
			
				
					
						"Creating and watching digital stories has the potential to increase
the information literacy of a wide range of students. Moreover,
digital stories are a natural fit for e-portfolios, allowing students not
only to select representative artifacts from their academic careers
but also to create compelling resources that demonstrate the student’s learning and growth. "

# data[].attributes.body
Seven things you should know about…Digital storytelling. (7007, January 1). Educause Learning Initiative, 2-2.

This is awesome to see because it is what we are doing as students at USFCA, MA TESOL program. Thus far, we have created out websites, module learning, Youtube videos, video instructions, audio instructions, and now DST. The building of our curriculum is reflected in our websites. I really enjoy seeing the progress I am making as a students in MATESOL. What do you think Anthony? -AW

# data[].attributes.headline
		
	
	
		
			
				
					"As De Almeida (2007) has stated,
“the use of peer feedback aims at helping learners become more critical of their own texts. As they
listen to their peers’ views on what they have written and have the opportunity to reshape their
writing, they are exercising the ability to detach themselves from their texts and read it with the
target reader’s eyes” (p. 5). Through this activity, and as their final production reveal, students are
made to revise their productions in depth, to reflect on their own performance and to find ways of
improving their work." 
				
			
		

# data[].attributes.subject
		
	
	
		
			
				
					"As De Almeida (2007) has stated,
“the use of peer feedback aims at helping learners become more critical of their own texts. As they
listen to their peers’ views on what they have written and have the opportunity to reshape their
writing, they are exercising the ability to detach themselves from their texts and read it with the
target reader’s eyes” (p. 5). Through this activity, and as their final production reveal, students are
made to revise their productions in depth, to reflect on their own performance and to find ways of
improving their work." 
				
			
		

# data[].attributes.body
Carlsen, R., & Carlsen, R. (2007). Digital Storytelling and Foreign Language Teaching: Linguistic Routines. InSociety for Information Technology & Teacher Education International Conference annual March 26-30, San Antonio, Texas, USA. Chesapeake, Va: Association for the Advancement of Computing in Education.

In reading this I wondered how familiarized the study group is with peer revision etiquette? Knowing how to deliver peer to peer feedback is a practice, instructors should front-load their students with before peer initial peer revision. Ettiquette guidelines will foster learner growth, constructive honesty, with cooperative and respectful feedback. This peer interaction is absolutely a great strategy to target, reveal, and reflect on work inprovements. -AW

# data[].attributes.headline
		
	
	
		
			
				
					"In order to help them visualize better the project they were expected to carry out, we made them
watch three episodes of the digital story we had created. Thus, our digital story was used both as a
model for the students of what they had to produce, and as a tool within the workshops in order to
study and practice linguistic routines and other aspects of the target language. Our digital story
consists of different episodes displaying everyday situations such as introducing oneself and others,
talking to someone at a party, going out for dinner, talking on the phone, chatting on the internet,
saying good-bye at the airport, asking for directions, etc. Each episode takes approximately two
minutes and allows the teacher to focus on different aspects of the language. The episodes can be
used independently or as a part of a whole story, depending on the aims of the instructor and the
students’ needs. "

# data[].attributes.subject
		
	
	
		
			
				
					"In order to help them visualize better the project they were expected to carry out, we made them
watch three episodes of the digital story we had created. Thus, our digital story was used both as a
model for the students of what they had to produce, and as a tool within the workshops in order to
study and practice linguistic routines and other aspects of the target language. Our digital story
consists of different episodes displaying everyday situations such as introducing oneself and others,
talking to someone at a party, going out for dinner, talking on the phone, chatting on the internet,
saying good-bye at the airport, asking for directions, etc. Each episode takes approximately two
minutes and allows the teacher to focus on different aspects of the language. The episodes can be
used independently or as a part of a whole story, depending on the aims of the instructor and the
students’ needs. "

# data[].attributes.body
Carlsen, R., & Carlsen, R. (2007). Digital Storytelling and Foreign Language Teaching: Linguistic Routines. In Society for Information Technology & Teacher Education International Conference annual March 26-30, San Antonio, Texas, USA. Chesapeake, Va: Association for the Advancement of Computing in Education.

Using DST for English communication interaction, is a great way to expose students to the overall practice of English interaction; body language, formalities, informalities, verbal, and non-verbal communication exchange. I have used skits as a instructional tool for students to learn social norms. I think video taping these impromptu skits would be beneficial for future uses. Typically, I would setup a scenario, where the interaction is socially "weird'" and have students pin-point the dysfunction in the communication, then students will revise. Instructors, assuming there are more than one teacher in the classroom. Because most traditional classrooms have only one teacher, the DST skits, are a brilliant idea; two videos, abnormal interaction, need corrections, and proper interactions, socially acceptable. -Aw