READ IT project
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The READ IT project aims to train teachers to make reading more engaging for students through digital storytelling and book trailers. The project addresses a need for teachers in the EU to develop digital skills. Teachers complete an online course to learn techniques for digital storytelling and book trailer production, then test these methods with their students. Students develop skills in writing, visual/technology literacy by creating book trailers. Evaluation found digital storytelling increased student engagement with reading, though schools' technology capacity varied. The project concludes digital methods can enhance traditional teaching when combined creatively.
![• “My] personal need[s] [are] adapting
my teaching strategy to these
interests, having access to more
computer-assisted lessons, perfecting
my skills relating to computer usage,
finding those methods which could
attract them to read literary texts”
• “… getting students attraction via
usage of audio-visual materials.
Moreover I am convinced that by
registering one of the social media,
becoming friends with them and
following their personal blogs, I will
be able to chase students interests
easily and can reflect them to
classroom.”
TEACHERS FEEDBACKS
• But …“I don't think changes are necessary. The answers of the pupils are
indicative of a "particularly reality of the province", in some ways still
traditional and not technologically advanced. “](https://image.slidesharecdn.com/presentazionereadit-170209145635/85/READ-IT-project-16-320.jpg)
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READ IT project
- 1. READ IT Project Training teachers to make READing fun through digITal storytelling Michela Tramonti International Valorisation Conference “Key Methodology to Successful Competence Based Learning” October, 16-18th 2014 – Istanbul (Turkey) International Project Office - USGM
- 2. . WHY THIS PROJECT IDEA? • EU Teachers lack ICT skills • Despite rapid advance in today’s technology, many educational institutions in EU are not experimenting with digital tools in a creative and innovative way LACKS • Teachers need to acquire skills to implement new educational methods combining existing didactic approaches and digital skills. • Schools need to adapt to current students needs and identify new learning models TRAINING NEEDS There is a growing need for formal instruction in KEY new skills (i.e. information literacy, visual literacy and technology literacy) - Horizon report 2009
- 3. AIMS & OUTCOMES ∗ to support teachers to develop their confidence and skills in the use of new technologies ∗ To motivate and engage young people with reading and writing through book trailer production ∗ Tested methodology for the use of digital storytelling and book trailers ∗ Book trailers made by participating young people and teachers, using a variety of technologies and illustrating participants’ skill, engagement and understanding
- 4. The innovative aspect of the READ IT pedagogical methodology is to combine technology in terms of digital storytelling and book trailer development with standard writing techniques such as narrative and screenplay to REINFORCE TEACHING and LEARNING in an interactive, creative and authentic way The influence of technology is changing the face of learning, especially in terms of new medium (e.g. IPAD) and the concept of integrating books with digital tools can help evolve and inspire literature appreciation among the next generation of students INNOVATIVE ASPECT
- 5. READ IT project addresses EU high schools teachers and students TARGET GROUP TEACHERS • Have learnt digital storytelling techniques and methods for book trailer production through a pilot course (delivered through an e-learning platform) and have transferred this knowledge and tested this new educational approach with students STUDENTS • Have learnt about digital storytelling and how to produce book trailers but they have also developed an array of transversal skills (writing and verbal, art sensibility, visual and technology literacy etc.) through face-to-face seminars with teachers and experts for the production of book trailers
- 6. METHODOLOGY Digital Storytelling Book trailer Two keys words:
- 7. Digital storytelling is a method using standard writing techniques such as narrative and screenplay and combining them with creativity and authenticity - it is a short tale (generally 5 min max) of an event integrating different language styles Digital storytelling can be defined as “blended telling stories with digital technology” (Ohler, 2007). This blended characteristic proves to be a valid learning tool, because it combines story telling with the available technology. The student, arranging the history and the screenplay, develops several competences: writing and verbal skills, technical skills and art sensibility. They can use images, photos, drawings (or other scanned materials), videos, music, voice recordings or sounds. DIGITAL STORYTELLING…
- 8. Recently some publishing houses use to promote their books through book trailers: short videos that incorporate salient scenes in order to reconstruct the books’ essence. The book trailer becomes a short multimedia video comparable to movie trailers, whose purpose is to evoke through images, music and words, the themes and the mood of a novel, grabbing the viewer’s attention and leaving them curious to learn more. Examples: - Patrick Lee, The Breach, New York, HarperCollins, 2009 - Hilary Black, The secret currency of love, New York, William Morrow, 2009 BOOK TRAILER…
- 9. First step: Research report: experiences and expectations of the target groups related to new technologies, digital storytelling, reading and writing. 1.Documentary Research to identify and compare current methodologies using ICT tools for teaching and learning in EU high schools. 2.Survey (quantitative study) involving teachers from all partner countries con cerning if, how and why teachers use digital tools for teaching and learning. 3.Student survey implemented as an action research READ IT E-Course Curriculum HOW WE DID…
- 10. Second step: Testing phase TESTING PHASE READ IT E-Course for teachers Practical testing with their students
- 11. READ IT PLATFORM
- 12. E-CORSE CONTENTS Module A - Introduction to the READ IT online course Module B - Digital Storytelling in Education (best practices) Module C - Book trailer, preliminary work: Module D - Book trailer production (copyright/resources) Module E - Own production: Module F - Didactic summary and perspectives.
- 13. READ IT E-COURSE
- 14. PRACTICAL TESTING 1. Reading a book 2. Analysis (context, content and action) 3. Synthesis (key words, key moments, etc.) 4. Finding of images, phrases, music, photographs, videos, etc. 5. Drawing up of the screenplay and storyboard (optional) 6. Post production (compositing – e.g. special effects; computer graphics 3D – e.g. still and moving images; editing – e.g. speaker, music, audio effects, dubbing) 7. Master production (high-quality format or web format)
- 15. BOOK TRAILERS 1.1984 George Orwell 2. Extremely Loud and Incredibly Close 3. Forbandede Ungdom 4.The Canterville Ghost - Oscar Wilde www.readitproject.eu
- 16. • “My] personal need[s] [are] adapting my teaching strategy to these interests, having access to more computer-assisted lessons, perfecting my skills relating to computer usage, finding those methods which could attract them to read literary texts” • “… getting students attraction via usage of audio-visual materials. Moreover I am convinced that by registering one of the social media, becoming friends with them and following their personal blogs, I will be able to chase students interests easily and can reflect them to classroom.” TEACHERS FEEDBACKS • But …“I don't think changes are necessary. The answers of the pupils are indicative of a "particularly reality of the province", in some ways still traditional and not technologically advanced. “
- 17. • Stimulate creativity • More fun/stimulation – graphic novels, YouTube • Social media – “Comments and suggestions made in social media can be attracting, They increase interest or create change.” • Research tool – error correction, subject research, peer review • Video essays – “we could make a film of our responses to texts we've studied. These could use images, sound, interviews etc. This would help raise our interest in responding to the text but also develop our confidence in creating a text of our own.” STUDENTS’ FEEDBACKS
- 18. • Little current use of Digital Storytelling, Book Trailers • Levels of infrastructure, teacher skills and ePedagogy varies across partner countries • Current ICT infrastructure and support can restrict use • Students welcome use of ICT/Digital Storytelling • Teachers & students recognise the benefits to reading and writing of using Digital Storytelling www.readitproject.eu CONCLUSIONS
- 19. The READ IT results are licensed under a Creative Commons Licence “Attribution-NonCommercial-ShareAlike” CC BY-NC-SA. This license allows a wider audience to access, use and benefit from the READ IT results. Users will be free to copy, distribute and transmit the READ IT results and to remix, adapt and build upon them non-commercially, as long as they attribute the work in the manner specified and distribute the resulting work under the same or similar license. A GOOD NEWS…
- 20. Thank you for listening! Michela Tramonti [email protected] Università degli Studi “Guglielmo Marconi”- (USGM) Via Plinio, 44, 00193 Rome, Italy www.unimarconi.it www.readitproject.eu