Integrating Digital Storytelling across the Curriculum


One of the electronic tools that I am impressed by is Digital Storytelling. Since most of my students are not so passionate about reading or improving their writing skills, I discovered that I could integrate this electronic tool in preparing my lesson plans in order to motivate them. From my readings, I have learnt that this digital tool goes far beyond the traditional oral discourse in the classroom. In other words, it present traditional picture book text and images in an alternative on-screen format which can activate student’ prior knowledge and generate their interest about any given topic across the curriculum. For example, this electronic tool help develop children’s understanding of a word segmentation by breaking the word into recognizable components visually and audibly. In addition, students can also learn how to comprehend texts better and develop appropriate levels of fluency.
Several studies have found the value of this type of electronic software on students’ learning. For instance, Wise, Olsen, and Treiman (1990) found that first-grade students who used this electronic software improved students’ abilities to blend words after hearing them segmented at the on-set rime level, that is, first sound-rest of word level. They also discovered that when the children later encountered these words in other contexts, they were able to identify them easily. Two years later, Wise (1992) expanded on this study and discovered that students learning abilities improved immensely in recognising whole-words and syllable recognition among emergent readers. This also goes to show that the use of this electronic tool can help students to retain information as well.