The digital story (DS) in Part B is aimed at stage two students. It provides an opportunity for students to meet the outcomes, develop the skills and understand the concepts within the First Contacts content area of the history curriculum. Additionally, there are many opportunities to demonstrate learning in English, inquiry skills and the ICT general capabilities. The DS provides insight into the experience of a convict transported to Australia in the First Fleet, Susannah Holmes/Kable, through an historical journal from her point of view. The DS is intended to be used as a hook and model for an assessment for learning task in which students create their own digital stories from the point of view of their chosen early settler.
In library lessons, stage two have been learning about primary and secondary sources. The DS incorporates a number of primary sources and students are encouraged to explore primary sources as they complete their DS also. Fulher (2010) explains that using primary sources brings history to life for students, ‘like peering over the shoulder of history as it happens’ (p.36). It encourages them to make their own interpretations, connections and meaning, leading to deeper understanding (Fulher, 2010; Tech4Learning, n.d.). The DS project provides an authentic way for students to demonstrate their understanding of primary/secondary sources alongside the history content. In addition, because they are consuming media in the process of researching and creating their DS, students are presented with an ‘authentic opportunity to practice essential literacy skills in reading, writing, speaking and listening’ (Tech4Learning, n.d.).
While the General ICT Capabilities are intended to be imbedded throughout the curriculum, often the teaching/learning of them is left to the library. The DS project assists students to develop and demonstrate the General ICT Capabilities (Reid, 2013). It pushes students to be creators, rather than just consumers and invites discussion and teaching/learning around responsible content creation and sharing, again linking to stage two’s library lessons, this time on copyright.
Furthermore, studies have shown that off task behaviour is reduced, and motivation increases, with the use of digital tools (Ciampa, 2012; Microsoft, 2010). With lack of student motivation being high on our teachers’ gripe list, this alone justifies a DS project being implemented. It seems that being able to share their DSs with parents, grandparents and the wider world sees students more engaged and placing higher value on their work than something that will only be seen by the teacher (Reid, 2013). With so many young people engaging with digital technology at home, activities such as this are familiar to them and seen as more meaningful to their lives (Bjorgen, 2010; Tackvic, 2012). It is hoped that by using the personal connection in this DS, students may be further engaged and inspired to make their own personal investigations, whether that be now or in the future and ignite curiosity and lifelong learning.
Of course troublesome students aren’t the only ones to benefit from DSs. Using and creating DSs increases accessibility for all such as those with vision difficulties accessing ‘read aloud’ technology or increasing the font on screens. Audio of the Diary in the DS is included for those with reading difficulties and using voice recordings for their own DS, particularly those who find writing difficult, is encouraged.
The web based software Google Sites was chosen for its easy accessibility for both author and reader. It is totally free and sites are easily shared with anyone who has internet access and a device while also allowing some control over who can view and edit. Google users will find a familiarity that appeals and makes it very accessible and intuitive. It is expected that students will experience this, given that Google Classroom is already in use at the school which it integrates well with. Google Drive features like Maps, YouTube, Calendars and Docs as well as text, images, hyperlinks and embedded web content are all easily included. Google Sites automatically adjusts to various device sizes. This is a huge benefit when access to devices can be difficult and some students may be working on desktop computers, while others are on tablets. The collaborative aspect of Google sites is a real feature when it comes to students creating their DS, with multiple users able to work on the same site at the same time. Students are asked to add a page to the site, collecting all work samples in one place for easy access and marking by the teacher.
References
Bjorgen, A. M. (2010). Boundary crossing and learning identities – digital storytelling in primary schools. Seminar.net, 6(2), 161-175.
Ciampa, K. (2012). Electronic storybooks: a constructivist approach to improving reading motivation in Grade 1 students. Canadian Journal of Education 35(4), 92-136.
Fuhler, C. J. (2010). Using primary-source documents and digital storytelling as a catalyst for writing historical fiction in the fourth grade. In B. Moss, & D. Lapp (Eds.), Teaching new literacies in grades 4-6: Resources for 21st-century classrooms (pp. 136-150). Guilford Press.
Microsoft. (2010). Tell a story, become a lifelong learner. Microsoft.
Reid, K. (2013). Creating E-books in the classroom. In J. Bales (Ed.), E-books in learning: A beginners Guide (pp. 37-43). Australian School Library Association.
Tackvic, C. (2012). Digital storytelling: Using technology to spark creativity. The Educational Forum, 76(4), 426-429. https://doi.org/10.1080/00131725.2012.707562
Tech4Learning, (n.d.). Get started with digital storytelling in the classroom. Tech4Learning. https://www.tech4learning.com/kits/digital-storytelling
