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Conclusion: digital storytelling - a model for engagement
Literature review

The project demonstrated that digital storytelling is an effective model for engagement, particularly when the target group are digital immigrants, i.e. they did not grow up with technology, either through age or circumstance.

Within AMES is has widened our repertoire, by developing new instructional strategies. The range of stories created has shown that it works very well in collaborative learning situations, and that both teachers and learners can take small incremental steps in developing their technology skills whilst coping with the demands of teaching and learning English at the same time.

Digital storytelling has proven to be an excellent vehicle for preparing both teachers and students for e-learning. It has created a demand for more e-learning tools / experiences from the students, and a vehicle for teachers to create small instructional videos to demonstrate specific tools, skills or even assess competence.

Teachers are more aware, through a do-able, practical process and a highly versatile product, how electronically mediated teaching methods can easily become part of everyday practice. They have a set of excellent resources to cusomise and use in their language and literacy teaching, which cuts down on preparation time and also gives them valuable advice about how to map these activities to specific curriculum outcomes.

Teachers were recently surveyed to establish to what extent the model and the tools have become embedded in their teaching.

One teacher reported:

‘Yes, I use this program as often as I can. I have recently made up a story for the Photo Story 3, called, 'the wedding' which is a model for recount writing.

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