1 Julia Da Silva- Beharry, August 2010 2 The goal of this final project is to disseminate key...

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1Julia Da Silva- Beharry, August 2010


The goal of this final project is to disseminate key research findings and K-12 classroom application strategies. This is based upon the effectiveness of using technology integrated curriculum for enhancing pedagogical skills and stimulating student learning in the elementary schools.

This storytelling also focuses on the implementation of pedagogical and assessment practices for an effective way of teaching that inspire students to use their critical thinking skill that would promote student learning (Chun, 2010).


With digital storytelling, there are tools that are already available on the computer, that students can use music, sound effects, videos, and more to create multimedia presentations that develop creativity, collaboration, and technology skills that connect them globally beyond the classroom (ISTE, 2009). Therefore it is critical that educators enhance their pedagogical skills with further knowledge from the Digital Storytelling Guide.

4Julia Da Silva- Beharry, August, 2010This guide provides you with an understanding of the technology with ideas, instruction, and resources with information on how to implement projects in your classroom.

5Julia Da Silva- Beharry, August 2010Digital storytelling is capable of unleashing creativity, engaging, and motivating student learning, whilst enhancing pedagogical skills. If this program is integrated effectively and efficiently into the curriculum, digital storytelling would teach students to work collaboratively and apply new technologies and skills that they will be required to have in their future workforce.

6Julia Da Silva- Beharry, August 2010For Kindergarten to12 grade students, digital storytelling can inspire student learning to difficult topics. It can stimulate questions that other approaches may not be able to apply effectively and efficiently.

7Julia Da Silva- Beharry, August 2010It is an active, not passive, process that can produce an atmosphere of excited learning and is inherently appealing to students. For example learning the portfolio model (Fox, 2010).



FindingsIt is therefore critical to highlight that generally software tools have limitations. Nevertheless, with our innovative 21st Century Skills there are always strategic approaches to improve any software. Conversely, I have concerns about having pre-service teachers to produce a good quality of digital stories. Therefore educators are expected to discover an approach for teachers to acknowledge that digital storytelling can be used as a tool to enhance their pedagogical skills.


Additionally, for several years I have used a variety of software tools for several presentations to disseminate valuable information to learners, consumers and other stakeholders. Nevertheless, this digital storytelling software was very unique.


I explored for visual aids that are considered very appropriate for pre-kindergarteners to 12 grade digital storytelling for both online and classroom activities, including conferences and seminars. Regardless of the digital storytelling scenario I have ensured that the images are very appealing and functional to its audience. Therefore as a future curriculum specialist I will develop this Storytelling findings with additional graphics, Word Art and other software programs.



Julia Da Silva- Beharry, June 2010Learners have different learning abilities and the multimedia software is a very fundamental tool for special needs and early learners. This software can assist in several ways to stimulate students to reach their goals and allow them to achieve their fullest potential. For that reason teachers should use a variety of methods with appropriate software tools in their classroom that would inspire students to learn and obtain a qualified educational content level. Multimedia Promotes Early Learning


Hence, students with special needs can use graphic organizers with speech capabilities to write. They can also record words and listen for verbal feedback that would improve their learning skills.

This story will also be used to produce both hard copy and multimedia presentations towards enhancing my pedagogical skills and stimulating current and future student learning beyond digital storytelling for pre-kindergarteners to 12 graders classrooms.


Assessment resources should be available to users to evaluate either their research findings or their online lessons. Nevertheless, in my Pre-Kindergarten classroom I do ensure that I use a multi- approach to demonstrate the classroom lesson study to my early learners and this verifies each child is learning. This is based on the feedback after a lesson review.


ReflectionFor several years I have used Microsoft PowerPoint software for numerous presentations to disseminate valuable information to learners, consumers and other stakeholders. Nevertheless, this visual rich audio project was very unique. I explored for visual aids that are considered very appropriate for kindergarteners to 12th graders visual literacy lesson for online and classroom activities, including conferences and seminars. Regardless of the education hardware and software scenarios for elementary schools I have ensured that the images are very appealing to its audience. Therefore as a future curriculum specialist I will develop this innovative PowerPoint presentation and include additional graphics, Word Art and other software programs. This lesson will also be used to produce both hard copy and multimedia presentations towards enhancing pedagogical skills, stimulating student learning and empowering other stakeholders in a global environment.


ReferencesDa Silva- Beharry, J. (2010). Group 1 Evaluation of Instructional Software. Instructional Software Educational Blog. Retrieved on July 19, 2010 from http://bloggerfork-12classroom.blogspot.com/

Frazel, M. (2010). Digital Storytelling Guide for Educators. Retrieved on July 15, 2010 from http://www.iste.org/source/orders/excerpts/digsto.pdf

Fox, I. (2010). Hong Kong Keynote Address. Retrieved on July 20, 2010 from http://electronicportfolios.com/portfolios/HongKong/html/web_data/file5.htm


REFERENCES (CONTINUED)Fox, I. (2010). Hong Kong Keynote Address. Retrieved on July 19, 2010 from http://electronicportfolios.com/portfolios/HongKong html/images/slides/slide27full.jpg Google Image (2009). Digital Storytelling for k-12. Retrieved on July 18, 2010 from http://lonewolflibrarian.files.wordpress.com/2009/06/digital_blooms.jpg Google Image. (2010). Early Learning Site. Retrieved on July 5, 2010 from http://t2.gstatic.com/images?q=tbn:OAQwlTVH8hM2M


REFERENCES (CONTINUED)International Society for Technology in Education. (2009). Digital Storytelling Guide for Educators. Retrieved on July15, 2010 from http://www.iste.org/source/Orders/isteProductDetail.cfm?product code=digstoInternational Society for Technology in Education. (2009). Digital Storytelling Guide for Educators. Retrieved on July15, 2010 from http://www.iste.org/staticcontent/images/bookstore/covers/DIGSTO.jp


References (Continued)Kidney, G. (2010). Digital Storytelling Interactive CD. Retrieved on July 19, 2010 from http://www.gkidney.net/sampler/DSTcover.jpgLitehouse4skools. (2010). 05 Blended Learning. Retrieved on July 19, 2010 from http://litehouse4skools.wikispaces.com/05.+Blended+LearningSharp, V. (Eds). (2005). Computers in Special Education. In Computer Education for Teachers: Integrating Technology into Classroom Teaching, 320-352. Boston: McGraw-Hill.


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