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Assessing the Effects of Digital Storytelling on Middle School English Language Learners
PROCEEDINGS

, Hunter College, CUNY, United States ; , I.S. 220, John J. Pershing School, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Rosalia, C. & Artigliere, M. (2012). Assessing the Effects of Digital Storytelling on Middle School English Language Learners. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1447-1450). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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