This workshop explores how contemporary technology tools empower students and teachers to engage in highly creative and reflective tasks to organize and present information, and express emotions, ideas and knowledge through multimedia creations known as digital stories. Digital storytelling is increasingly becoming popular in schools all over the world as an engaging technology-based learning strategy. In this workshop, the participants will be exposed to powerful user-friendly and cost-free technology tools and techniques for digital storytelling.

This module will introduce primary teachers in Trinidad and Tobago to the possibilities that digital storytelling holds for improved Literacy in primary school classrooms. With the increasing use of computer technology in teacher education and with both teachers and students as storytellers whose lives are filled with stories that are there for the telling, this initiative will enhance both creativity and Literacy among learners in an exciting way.

This website on digital storytelling has been created as a resource for those who would like to pursue digital storytelling for educational, personal, or collaborative purposes. You will find links to a variety of resources that will help you get started.

Digital stories are multimedia-authoring projects combining texts, images, and audio files into a short film clip (mostly 3-5 minutes). In recent years, digital storytelling has turned college and university classrooms into spaces of creative critical production. Digital stories have proven to be a powerful medium for students to represent a theoretically-informed understanding of texts and contexts in a form other than “traditional” writing. This multimedia archive on digital storytelling provides: A “research section” that addresses questions around digital storytelling and student learning in three major sections: Multimedia Distinctive, Social Pedagogy, Affective Learning; A grid as an alternative, condensed representation of our findings from this project; Video interviews with students and faculty as well as student produced digital stories.

In this activity developed by EDC's Center for Children and Technology, students explore the relationship between types of shots and storytelling.

This is a segment of a lesson plan introducing personal narratives. It includes: overview of writing a personal narrative, pre-writing, peer editing, and proofreading ideas.

We need to draw storyboards for this movie. Storyboards are very important. First, you should sketch out very simple storyboards called "Thumbnail Storyboards". In the next lesson, you will create 3D storyboards using the free demo version of FrameForge Studio 3D. Later, we will turn your storyboards into a test movie called an "animatic".

The web 2.0 storytelling workshops will consist of live online and asynchronous workshops via WiZiQ and ning respectively. Participants will engage in activities that encourage reflection and promote higher order critical thinking skills.

Explores photography as a disciplined way of seeing, investigating landscapes, and expressing ideas. Readings, observations, and photographs form the basis of discussions on landscape, light, detail, place, poetics, and ways of seeing, among other issues. A rudimentary understanding of photography and access to a camera required.

Explores photography as a disciplined way of seeing, investigating landscapes, and expressing ideas. Readings, observations, and photographs form the basis of discussions on landscape, light, detail, place, poetics, and ways of seeing, among other issues. A rudimentary understanding of photography and access to a camera required.

Students apply their knowledge of story elements to art and literature of the 1950s by developing a story, comprehending someone else's story, and diagramming the five elements of plot. Students will then create, revise, edit, and publish their own personal narrative.

In this lesson, we turn the thumbnail storyboards into very beautiful storyboards using 3D software. Even though we have completed the thumbnail storyboards, we are not ready to begin filming because we do not know the timing, pace and rhythm of the story. To get this, we need an animatic which is movie made from the storyboards. The thumbnail storyboards are very quick sketches used by the director and cinematographer to set up the shots. All that is requires of thumbnail storyboards is the location of the heads of the actors and the direction of their eyes. But thumbnail storyboards do not look very good when turned into an animatic. (At least mine are not very good looking.) Therefore, we need to create better looking storyboard which are also more accurate. We can make these storyboards with 3D software such as FrameForge 3D Studio and DAZ Studio, etc. (Note: This is not programs such as Storyboard Artist which are only 2D programs.)

Students will read and analyze personal narratives written by two North Carolinians: Mary Norcott Bryan and William Henry Singleton. The authors’ lives share many parallels; both were born and grew up on plantations in New Bern during the 1830s and 1840s, both experienced the hardships of the Civil War, and both wrote their “recollections” in the early 20th century, looking back on their lives in North Carolina. However, Bryan was the white daughter of a wealthy slaveholder, while Singleton was a black man, born into slavery, who served in the Union Army. How do their stories differ? Students will evaluate the audience and purpose of each text, compare the authors’ opinions about slavery, and analyze how each author’s cultural background influences the texts.

In this project, you create educational materials for schools. If you like to draw human figures or if you have Poser or DAZ Studio, you can join. The artwork that you will create in this project turns Tux Paint into a storyboarding program. The artwork is a human figure viewed from many angles. Once you have drawn the artwork, you mask the figures so they can be used as "stamps" in Tux Paint for kids to create storyboards for motion pictures. These special stamps allow Tux Paint to work like a simple version of Storyboard Quick and Storyboard Artist. Hopefully, this project teaches you everything you need to know to create storyboarding stamps for Tux Paint.

This storytelling activity started out with template for a story with many sections missing. We went around the circle, with each person filling in different blank spots. Below is the final product our group created. After completing our tale, half of us did a drawing to represent the story, which is also below. The other group acted out the story and performed it for the rest of the group.

Investigates conceptual and formal issues in different media or between media such as sculpture, photography, and video. Explores issues of representation, interpretation, and meaning, and how they relate to historical, social and cultural context.

Students will learn to focus their personal narratives on just one main event by listing events on a topic and identifying one main event to write about. Focusing their personal narratives on one main event helps students to write about only the important things and leave out events and details that are not related to the main event.

Students will study five famous North Carolina storytellers: Jackie Torrence, Ray Hicks, Donald Davis, David Holt and Sheila Kay Adams. They will research how their stories were collected and how they developed their storytelling styles that distinguish them from other tellers.

Australian Aboriginal art is one of the oldest continuing art traditions in the world. Much of the most important knowledge of aboriginal society was conveyed through different kinds of storytelling—including narratives that were spoken, performed as dances or songs, and those that were painted. In this lesson students will learn about the Aboriginal storytelling tradition through the spoken word and through visual culture. They will have the opportunity to hear stories of the Dreamtime told by the Aboriginal people, as well as to investigate Aboriginal storytelling in contemporary dot paintings.