Shadow Puppet: a digital Storytelling Tool for Teaching Elementary, Middle, and High School ells

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MAE Showcase, April 7, 2016

Shadow Puppet: A Digital Storytelling Tool for

Teaching Elementary, Middle, and High School ELLs
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Dr. Christine Rosalia, crosalia@hunter.cuny.edu

Assistant Professor of TESOL at Hunter College, NYC
Rachel Gorman, racgorman@gmail.com

MA TESOL Student at Hunter College, NYC

What is digital storytelling?

A digital story is a short movie that combines audio voice recording, images, gifs, video, and music. In the classroom, students can create digital stories to tell a narrative, inform others about a topic, argue a point of view, explain a step-by-step process (such as a science experiment), display an art portfolio, or make a picture book come to life.
“Research shows that digital storytelling can provide students with rich opportunities: (a) to explore, express, and reflect on themselves; (b) to enhance critical thinking; c) to foster academic achievement; and (d) to build leadership skills” (Angay-Crowder, p. 38).
Digital storytelling is especially effective for English Language Learners (ELLs) because it challenges them to use language in new, creative ways, while recognizing that literacies are multiple and dynamic.
“Not satisfied with having students only read someone else’s words or experiences, I wanted students to struggle with their words and experiences, to work as writers and readers, and to reinvent their understanding of how they functioned within that role” (Kajder, p. 67).
Advantages to using the Shadow Puppet app:

Includes ideas for projects in all content areas (ELA, Social Studies, Math, Science, Art)
Aligned to Common Core State Standards
FREE on iPhone, iPad, and iPod Touch
Intuitive to use and easy to share or export videos

Comparison to a similar digital storytelling app Adobe Voice

using Chapelle’s (2001) framework for evaluating Computer-Assisted Language Learning*

	Shadow Puppet http://get-puppet.co/	Adobe Voice https://standout.adobe.com/voice/
Design differences	Made with schools and younger students in mind. On screen	Made for more commercial, broad purposes
Editing	Once saved, “revising” means making copies of the original (This could be useful for seeing stages of development, but also takes up more room on a device) Drawing is an option. Edu image search (e.g., NASA, British Library, Creative commons)	Offers “projects” that can be edited, duplicated or renamed. Icon search available Templates that include music and different background options Creative Commons image search
Language Learning Potential*	Video editing language such as “trim video”, “include audio”, and “reorder”.	Has built-in story frames (called “story guides”) with embedded “prompts, such as “Promote an idea: with the embedded guide: “Describe the world today. What’s the setting or context for your story? OR show who you’re helping”
Meaning Focus*	Open-ended and constructivist Ideas and samples generally written for teachers to use on the website and within app	Story frames: Promote an Idea; Tell What Happened; Show and Tell;Personal Growth; Teach a Lesson; Invitation and an open-ended blank template called “Start from Scratch”
Learner Fit*	Elementary to middle school	Possibly better for high school and older students More advanced reader-writers
Impact*	Positive; connections to sharing with schools; publishing and internet safety guides	Positive; connections to sharing on broad community
Practicality*	Free iPad; iPhone only (Not for Android yet)	Free iPad; iPhone only (Not for Android yet)

Example of a High School Student Using Shadow Puppet (writing an original story) https://drive.google.com/file/d/0B6EiDwS4mdxOU19MZFVoQVBmeW8/view?usp=sharing

Screenshots of Video Production in Shadow Puppet

1. Students select photos and/or video from 2. Students can drag and drop photos and

their device’s Camera Roll: clips to reorder them:

3. Add text or captions to photos: 4. Record voiceover of student narrative:

Sample of Digital Story competitions

http://www.eyewantchange.co.uk/blog/

http://www.distco.org/rules/

DITSCO rubric

✅✅✅✅
Rubrics used in our language teaching of digital stories:

	4 - Excellent	3 - Good		2 – Needs improvement	Points
Preparation	�� Turned in written �� and recorded drafts for feedback �� Incorporated feedback as appropriate ��Completed by due date	�� Turned in written OR recorded draft (not both) �� Incorporated some feedback �� Completed one week late		�� Did not turn in draft �� Did not incorporate feedback �� Completed more than one week late	4
Story	�� Created coherent narrative �� Evoked emotion �� Provided sufficient details �� Demonstrated story economy	�� Created somewhat coherent narrative �� Evoked some emotion �� Provided some details �� Demonstrated some story economy		�� Created incoherent narrative �� Evoked little emotion �� Provided insufficient details �� Did not demonstrate story economy	4
Language, Pronunciation	�� Used appropriate language and pronunciation �� made minor errors that do not interfere with meaning �� Used appropriate stress and intonation, stressing content words and important ideas �� Paced the story well	�� Used somewhat appropriate language and pronunciation �� Made some errors in stress and intonation, sometimes losing meaning �� Paced it a little too fast or slow		�� Used inappropriate language and pronunciation with many errors �� Made many errors in stress and intonation �� Paced the story poorly	4
Yeah! 2 Extra Points	�� Turned in more than one written and recorded drafts �� Did extra work at home on the project �� Went the extra mile �� Showed creativity or innovation		TOTAL SCORE (out of a possible 12)		12

Another example of a digital story task and rubric used in an Advanced ESL Classroom:
Digital Storytelling Project
Task: Pretend you are an expert on the Syrian refugee crisis. President Obama has asked for your advice on what to do about this problem. Your job is to help President Obama by presenting your position (backed by claims and evidence) on the question below:

Should the United States be doing more to help Syrian refugees?

You will make a 2-5 minute digital story to persuade President Obama to follow your advice on this important topic. See the rubric on the back of this page for what to include.

What is a digital story????
A digital story is a short movie that combines audio (voice recording), pictures, and music to tell a story or express an opinion. We will create digital stories using iPads. You will learn more about this in class and we will watch examples of digital stories.

Digital Storytelling Project Rubric:

	3	2	1
Hook	Digital story begins with an interesting hook to engage the audience	Digital story has a hook, but it is not very engaging.	No hook
2. Description of the problem	Clearly describes what is happening in Syria and why refugees want to leave	Description of problem is unclear or incomplete	No description of problem
3. Position	Clearly states position (yes or no)	Position is unclear or difficult for audience to understand	Does not say position
4. Claims	Contains at least 2 claims to support the position	Contains only 1 claim, or claims are unclear	No claims
5. Evidence	Contains at least 2 statistics to back up claims	Contains 1 statistic	No statistics
6. Rhetorical Questions	Uses at least 2 rhetorical questions	Uses 1 rhetorical question	No rhetorical questions
7. Vocabulary Phrases:	Uses all 3 vocabulary phrases correctly: Syrian Refugee Seek Asylum Humanitarian Aid	Uses 2 vocabulary phrases correctly	Uses 1 or no vocabulary phrases
8. Conclusion	Summarizes position at the end of the video and lists important claims	Summarizes position without listing claims	No conclusion
9. Pacing and Tone	The speaker speaks slowly and clearly so audience can understand. Uses tone to emphasize important points.	Speaker talks too fast or too slow, always with same tone. Sometimes hard for audience to understand.	Impossible for audience to understand
10. Images and Pictures	Uses powerful images that relate to the topic	Images do not relate to topic	No images

References
List of scholarly articles to guide your practice in implementing

digital storytelling in your classroom
Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36-45.
Doering, A., Beach, R., & O’Brien, D. (2007). Infusing multimodal tools and digital literacies into an English education program. English Education, 40(1), 41-60.
Dreon, O., Kerper, R.M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the YouTube Generation. Middle School Journal, 42(5), 4-10.
Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge, MA: Cambridge University Press.
Hull, G.A. & Katz, M.L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43-81.
Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. The English Journal, 93(3), 64-68.
Karchmer-Klein, R. & Shinas, V.H. (2012). Guiding principles for supporting new literacies in your classroom. The Reading Teacher, 65(5), 288-293.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
Sylvester, R. & Greenidge, W.I. (2009-2010). Digital storytelling: Extending the potential for struggling writers. The Reading Teacher, 63(4), 284-295.
Vinogradova, P., Linville, H. A., & Bickel, B. (2011). “Listen to My Story and You Will Know Me”: Digital Stories as Student‐Centered Collaborative Projects. TESOL Journal, 2(2), 173-202.

Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25-34.

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