De Craene, M. M. (2006). Using & teaching educational technology: digital storytelling: a practical classroom management strategy. The Educational Technology: ICT in Education website. Retrieved from http://terry-freedman.org.uk/artman/publish/Printer_804.php
Mrs. De Craene shared her experience in planning for the digital storytelling in her classroom. She emphasizes the need for management to prevent chaos must be administered in order to create a fulfilling experience with digital storytelling.
The author names three phases to digital storytelling. The first is the pre-production, second is production, and third in post-production. She states that pre-production is where the responsibilities are assigned and roles are determined. Some of the roles she listed were discussion director, summariser, investigator, illustrator, and connector. She added travel tracer, timekeeper and recorder. The author’s role was to facilitate the discussions.
The article definitely explains how to start the digital storytelling project. As I am thinking of my own project that I just completed, I can see where the planning was the most demanding. I can understand why Mrs. De Craene spent much time in preparing for the project at the pre-planning stage. In preparing for my own digital storytelling, I will follow the example the author shares for my roles and management.
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Planning is very important for any lesson. However, it is critical for lessons such as those with digital storytelling because these lessons require students to work independently and in cooperative groups without direct teacher supervision. Sounds like the author gave some helpful tips for this task.
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