Technology in Teaching

Digital Storytelling in Language Teaching

By: Rida Afrilyasanti

digital storytelling production

digital storytelling production

Digital storytelling is making the use of technology that is very useful for school to support and extend pedagogy and teaching and learning outcomes. Barret (2008) explains that digital storytelling is the modern expression of the ancient art of storytelling. As the name implies, digital stories usually contain some mixture of computer-based images, pictures, text, recorded audio narration, video clips and/or music. Thus, it provides multi images.

Digital stories develop their power through images, music, narrative and voice together, thus giving deep dimension and vivid color to characters, situations, experiences, and insights. Furthermore, digital storytelling is fun, inspiring, exciting, and helps students to build communication skills. It is an engaging way to demonstrate language arts, social studies, and technology standards. Therefore, in language learning using digital storytelling, students not only learn the language but they also learn about technology and how to communicate and socialize their story so that it can be understood by others. Porter (2005) also explains that digital storytelling is the art of telling digital stories, takes the ancient art of oral storytelling and engages a palette of technical tools to weave personal tales using images, graphics, music, and sound mixed together with the author’s own story voice. It is both personal and educational, and, like the best stories, the process of digital storytelling can be hard to define, simply because it is not formulaic. Therefore, a digital storytelling combines music, credits, titles, and/or still images with creative voice.  The results are an original production that engages the viewing audience in ways that are often surprising and powerful. The way someone tells her/his story, the images and also the voice in telling story through digital storytelling somehow create different impression of the story told and the storyteller her/himself. For example, the quietest student in the class, through digital storytelling is likely to be able to express her/his story well.

In the process of producing a digital storytelling, students are supposed to make a storyboard. It is a visual outline. Orech (2007) utters that storyboarding allows students to “structure” their story and “illustrate” images to words. It makes students work easier because it gives them time to design and assemble components that will be needed. At last, this phase also gives a chance for students to revise their scripts and teachers to correct students’ mistakes in telling their story. Besides storyboard, there are also some other elements in digital storytelling.

About rida

Rida Afrilyasanti is as an EFL teacher. She is active in writing & presenting papers on EFL teaching both in national and international scope. Her recent book titled “Digital Storytelling as an Alternative Learning Media for EFL Learners” was published and sold internationally at amazon.com. She, moreover, wrote a text book titled "English for Pre-intermediate Science" and many other English modules. Her main interest is on EFL teaching; teaching media and techniques.
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