Assessing the Effects of Digital Storytelling on Middle School English Language Learners
Abstract: This paper is a report on the effects to student learning when students create multiple digital stories in the middle school English language-learning classroom. The researchers created a project based curriculum where 16 individual students created 5 digital projects (each story having multiple drafts and revisions) over an 7 month period--thus presenting a more nuanced description of computer assisted language learning development than currently available in the extant body of research on digital story-telling with language learners. Initial findings indicate that students made substantial and measurable improvement in their writing, reading, speaking and self-regulated learning, particularly in their development of metacognitive skills related to reading and writing stamina. The presenters will share the system of self-, peer, and teacher formative feedback used in each cycle of digital story development. Practical managing of projects within the new common core standards will also be addressed.
Presider: Lee Montgomery, Southern Utah University