As a consequence of the increase in technological instruments for digital storytelling, digital storytelling and tangible digital storytelling have become very important trends both at the level of research and the creation of applications and educational platforms.
In digital storytelling (DST) the user focuses his narrative activity solely on the digital environment, while on tangible digital storytelling (T / DST) tangible elements in the real world are included and combined with digital elements.
Several investigations, in the field of the development of narrative competencies, indicate how creating a narrative with certain types of digital tools allows students to improve the organizational, creative and collaborative competences, in addition to increasing their motivation and interest towards the content to work ( Zancanaro et al., 2007; Salpeter, 2005; Paull, 2002). It has also been shown that some digital storytelling methodologies can facilitate comprehension, written skills and vocabulary (Burmark, 2004; Kajder and Swenson, 2004; Papadopoulou and Ioannis, 2010).
Tangible digital storytelling tools (T/DST)
Digital storytelling tools (DST)
- Toontastic 3D
- Kodu GameLab
- Scratch
- Shadow Story
- ZooBurst
- StoryBird
- StoryJumper
- FaTe2
- CreAPPcuentos
- Animation & Drawing by DoInk
- Green Screen by DoInk
- Zimmer Twins
- VoiceThread
- StoryCreator
- Pixton
- Little Bird Tales
- 30 Hands Learning
- Animaker Class
- Boom Writer
- Buncee
- Comic Life
- Nawmal
- Plotagon
- Sock Puppets
- StoryBoard That
- ToonDo
- Scribble Press
- Toonia Storymaker
- My Little Pony Story Creator
- WeVideo
- Animoto
- TellTable
- KidPad
- Klump
References
- Burmark, L. (2004). Visual Presentations that Prompt, Flash & Transform. Media and Methods, 40(6), 4–5.
- Kajder, S. y Swenson, J. (2004) Digital Images in the Language arts Classroom. Learning and Leading with Technology. 31(8).
- Papadopoulou, S., & Ioannis, S. (2010). The emergence of Digital Storytelling and Multimedia Technology in Improving Greek language teaching and learning: Challenges versus limitations. Sino-US English Teaching. 7(4).
- Paull, C. N. (2002). Self-perceptions and social connections: Empowerment through digital storytelling in Adult Education (pp. 1-248). University of California, Berkeley.
- Salpeter, J. (2005). Telling Tales with technology. Technology and Learning, 25(7):18-24
- Zancanaro, M., Pianesi, F., Stock, O., Venuti, P., Cappelletti, A., Iandolo, G., … & Rossi, F. (2007). Children in the museum: an environment for collaborative storytelling. In PEACH-Intelligent Interfaces for Museum Visits (pp. 165-184). Springer, Berlin, Heidelberg.
INCLUDED – Digital Storytelling for Inclusion
