Kordaki, J. & Psomos, P. (2012) Pedagogical analysis of educational digital storytelling environments in the last five years. Procedia – Social and Behavioral Sciences. Vol. 26 pp. 1213 – 1218.
This article explores Educational Digital Storytelling Environments (EDSE) and the multiple benefits that they offer for educators and learners. Digital storytelling is a progressive form of storytelling that has evolved from ancient storytelling practices. Digital storytelling offers a form of engaging storytelling that adheres to the interests of 21st century learners in the digital age. This article suggests that much of the research regarding digital storytelling has focused on its technical aspect. However, this research focuses on the pedagogical aspects and best practices that can maximize digital storytelling instruction and production. According to Psomos and Kordaki (2012):
Barrett (2006) found that digital storytelling facilitates the convergence of four student-centered learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into instruction. Building on modern social and constructivist views of learning (Piaget, 1952; Bruner, 1960; Vygotsky, 1978; Jonassen, 1999). DS is a great channel to apply these theories in practice. Moreover, according to Di Blas (2009, 2010): (a) DS in an educational process that helps students work in groups and strengthen the bonds between children in class, and at the same time between students and their teacher, (b) As far as digital literacy is concerned, students acquire several technological skills through storytelling, (c) Another social benefit is that creating digital stories helps the integration of disabled students or students with learning difficulties through taking with this opportunity an active role, and (d) Last but not least, a major educational benefit gained with DS, is the ability to narrate. (p. 1213)
This article also discusses various evaluation models and criteria for the best pedagogical strategies of digital storytelling. Psomos and Kordaki synthesized this information, and also developed a new evaluation tool for digital storytelling entitled, the “DS Pedagogical Evaluation Star.” Psomos and Kordaki (2012) explain the components of this digital storytelling evaluation model as follows:
In fact, sixteen dimensions are proposed for the evaluation of the pedagogical soundness of EDSE, namely: collaborative learning, creativity and innovation, multiple representations, motivation, cultural sensitivity, gender equality, cognitive effort, feedback, learner control, flexibility, learner activity, valuation of previous knowledge, sharply-focused goal orientation, experiential value, knowledge organization and metacognition (fig. 1). The typical 4-grade Likert scale for measuring each dimension is used (low, medium, high, very high). (p. 1214).
The article goes on to provide an extensive list of digital storytelling software such as Storytelling Alice and Shadowstory, that have had success in education by engaging students, promoting technology integration and/ or collaboration. They also evaluated the software based on the “DS Pedagogical Evaluation Star” to determine their pedagogical strengths and areas for improvement.
This research is definitely needed to enhance the reliability of the body of educational research regarding digital storytelling. Focusing on the pedagogical strategies and evaluation tools in digital storytelling can assist educators with selecting the best digital storytelling software to implement with learners. In addition, the criteria of the “DS Pedagogical Evaluation Star” can guide educators with pedagogical strategies when creating their own digital storytelling activities.
As an educator, writer and educational technology doctoral student, this article offered me interesting insight regarding the needs for pedagogical strategies to enhance the field of digital storytelling research. This article as well as other digital storytelling research has sparked my research interests in the field of educational technology. As a result, I will continue to review literature regarding this topic and conduct research regarding digital storytelling.
Campbell, T. (2012) Digital storytelling in an elementary classroom. International Conference on Education & Educational Psychology. Vol. 69 No. 24 pp. 385 – 393.
Conrad, S. (2013) Documenting local history: A case study in digital storytelling. Library Review. Vol. 62 No. 9. pp. 459 – 471.
Frazel, M. (2010) Digital Storytelling Guide for Educators. ISTE Publishing.
Richmond, J. (2015) Digital Storytelling. The Wired Library. Vol. 54 No. 5
Digital Storytelling Research Interests & Questions