Digital Storytelling started as a proposal project to acquire 4 iPads to use in class. The proposal was fully funded by Drew'S PTA Grant. With the integration of tablets in the Spanish class, students are able to experience and relish true authorship.
Students develop digital content in Spanish and create and design their own unique story books, journals, puppet shows and stop motion animations reflective of their personalities, learning needs and styles. The value of this proposal resides in a student-centered approach where children manipulate media to construct their own meaning. With the use of tablets, students were able to design and to share their learning with teachers, families, and peers. iPads also help students to participate in the STEAM curriculum, by incorporating Technology and Art into Spanish.
The groundwork starts in kindergarten and first grade where students are exposed to literature in Spanish. The use of narrative texts to teach Spanish allow us to teach the target language in context, teach the different literary elements of a story and help students to create and produce their own texts.
The process starts with the story “Ricitos de Oro y Los tres Osos” in kindergarten and first grade. During the first phase of the project, we read different versions of the book and watch the story. We work on the different elements of a narrative text and work on the story retelling. Once that phase is completed, we incorporate art to build the puppet stage and puppets. There are different variables in our storytelling project. Students decide the media they want to use to share their story. They also are able to change the ending of the story and decide how are they going to publish it.
Students develop digital content in Spanish and create and design their own unique story books, journals, puppet shows and stop motion animations reflective of their personalities, learning needs and styles. The value of this proposal resides in a student-centered approach where children manipulate media to construct their own meaning. With the use of tablets, students were able to design and to share their learning with teachers, families, and peers. iPads also help students to participate in the STEAM curriculum, by incorporating Technology and Art into Spanish.
The groundwork starts in kindergarten and first grade where students are exposed to literature in Spanish. The use of narrative texts to teach Spanish allow us to teach the target language in context, teach the different literary elements of a story and help students to create and produce their own texts.
The process starts with the story “Ricitos de Oro y Los tres Osos” in kindergarten and first grade. During the first phase of the project, we read different versions of the book and watch the story. We work on the different elements of a narrative text and work on the story retelling. Once that phase is completed, we incorporate art to build the puppet stage and puppets. There are different variables in our storytelling project. Students decide the media they want to use to share their story. They also are able to change the ending of the story and decide how are they going to publish it.