Guajardo, M., Oliver, J. A., Rodríguez, G., Valadez, M. M., Cantú, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal of Research on Leadership Education, 6(5), 145–161. http://doi.org/10.1177/194277511100600504
p. 149-150. Digital storytelling applies techniques that cross disciplines, fields, and subject matter. Digital storytelling pioneer Dana Atchley used the varied techniques such as case study, personal experience, introspection, life story, interviews, artifacts, cultural texts, observations, historical interaction, visual texts, and others (Lambert, 2002, 2006). Atchley’s techniques are firmly rooted in research methodology and collectively describe routine and problematic moments and meanings in individuals’ lives (Denzin & Lincoln, 2000; Lambert, 2006). Qualitative researchers often refer to this process as a bricolage, or the creation or construction from a variety of things. This bricolage helps Downloaded from jrl.sagepub.com at SAINT CLOUD STATE UNIV on June 8, 2016 Guajardo et. al./REFRAMING THE PRAXIS OF SCHOOL LEADERSHIP 150 to clarify our ontologies and inform epistemologies. Ladson-Billings (2000) explained epistemologies as more than the traditional way of knowing. Instead, epistemologies are a system of knowing that has both internal logic and external validity. The assortments of experiences used to inform our way of knowing then become the deliberate choices between hegemony and liberation. This process allows individuals to move beyond a traditional epistemological stance, or what Stanley (2007) has called the master narrative. Shujaa (1997) has called it a worldview epistemology that looks at knowledge as a symbiotic interaction of how we view the world, the knowledge we possess, and the knowledge we are capable of passing on to others.
p. 156 digital storytelling has been found to help organizations understand themselves (Militello & Guajardo, 2011). When organizations delve into introspective practices through the use of digital media, small and large organizations alike invite the opportunity to learn from deep, digital reflection.
His father was a good storyteller. There was no way for Tengo to ascertain how much was based on fact, but the stories were at least coherent and consistent. They were not exactly pregnant with deep meaning, but the details were lively and his father’s narrative was strongly colored. There were funny stories, touching stories, and violent stories. There were astounding, preposterous stories and stories that Tengo had trouble following no matter how many times he heard them. If a life was to be measured by the color and variety of its episodes, his father’s life could be said to have been rich in its own way, perhaps.
think about what has been your traditional way of having the students create something. Do you feel, when you look at their final product, that they are mostly all the same? If so, then using one of the digital tools available is your answer.
Keep the same requirements but give the students some choices by offering a variety a presentation tools and let them teach you some new things about technology. Also, let them drive their learning, become more engaged and as a result inspire others to do the same.
Digital storytelling encourages creativity; having that choice inspires curiosity and will help to diminish the fear of trying something new.