Technology Integration Article - Blog #9

In his article “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom”, Bernard Robin begins by discussing studies that have been conducted previously that conclude there is little difference between the learning that occurs with technology and without technology. Robin obviously doesn’t agree with these studies and contends that knowing how to incorporate technology into the curriculum is the key to successfully using technology, and that Digital Storytelling (DST) can be a key factor in maximizing technology use in the classroom. It’s commonly known that integrating visual images and text enhances comprehension, but one of the greatest benefits of DST is in the development of “21st century learning skills”, such as researching, questioning, organizing, expressing opinions, and creating meaningful narratives. Robin also goes on to mention research that has been done on multimedia projects, and how the use of them in the classroom develops research and organizational skills, and creates more interest in the subject’s content. DST also positively impacts the development of higher-order thinking skills. Robin continues by introducing TPCK (Technological Pedagogical Content Knowledge), a theory that focuses on the relationship between knowledge of content, pedagogy, and technology, and how the use of DST can enhance TPCK for teachers. In his conclusion, Robin suggests that research be conducted on how the use of DST increases overall student motivation.

What interested me most about this article was Robin’s point that using multimedia projects can result in students being more interested in the content being presented. It’s well known that some teachers present content without giving much thought to making it interesting to students. It has to be taught, therefore they teach it. Many experts contend that children are born with innate curiosity about the world around them, but by the time they get to middle school, that curiosity has been all but extinguished. If it was possible to hold students’ interest and engage them more in the content being presented, perhaps school would become more meaningful to them, resulting in an increase in test scores and a decrease in drop-out rate. In addition, DST has been said to increase students’ use of higher-order thinking skills. If this is true and if students can really become more engaged in the content because of the use of DST, then students should truly begin to “understand” content, and not just “know” it.

Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228. http://search.ebscohost.com.ts.isil.westga.edu