MARC 主機 00000nam  2200445   4500 
001    AAI3460959 
005    20110926101107.5 
008    110926s2011    ||||||||||||||||| ||eng d 
020    9781124739250 
035    (UMI)AAI3460959 
040    UMI|cUMI 
100 1  Candreva, Cecilia 
245 10 Digital Storytelling in Kindergarten: Merging Literacy, 
       Technology, and Multimodality 
300    153 p 
500    Source: Dissertation Abstracts International, Volume: 72-
       09, Section: A, page:  
500    Adviser: Barbara Cohen 
502    Thesis (Ed.D.)--Hofstra University, 2011 
520    This study of digital storytelling in a Kindergarten 
       Readiness class explored the impact of technology on young
       children. With limited research in this area, the study 
       focused specifically on how students' print-based and 
       digital literacies, multimodal meaning making, and 
       engagement were impacted by their participation in the 
       production of a digital story 
520    The findings suggest that emergent learners benefitted 
       from digital storytelling in a variety of ways. They 
       developed both their print-based and digital literacies; 
       they learned how to use technology tools such as a digital
       camera, microphone, and Photo Story software; they 
       developed an understanding of how to construct a 
       multimodal text; and they became engaged in new ways of 
       composing that led them to collaborate, plan, and revise. 
       Additionally, the children in the Kindergarten Readiness 
       class, who represented diverse learning needs, benefitted 
       from the alternate pathways to learning afforded by the 
       digital story's multiple modes of meaning. Students who 
       struggled with print literacy, fine motor control, and 
       English became more confident and eager to participate 
       since they were not restricted to communicating in print. 
       They also demonstrated academic growth and increased 
       personal agency, indicating that new pedagogical practices
       such as digital storytelling may be advantageous for 
       students considered as "at risk." 
520    In light of the expanding role of technology in our lives,
       this study presents one possibility for transforming the 
       literacy curriculum. By broadening their meaning making 
       repertoires to include drawing, print, digital images, 
       props, voice and music, students will be better prepared 
       for the demands of 21st century living. Educational change,
       however, is not an easy process and, as the study reveals,
       change can best be supported by developing a culture of 
       learning within the school community 
590    School code: 0086 
650  4 Education, Language and Literature 
650  4 Education, Leadership 
650  4 Education, Early Childhood 
650  4 Education, Technology of 
690    0279 
690    0449 
690    0518 
690    0710 
710 2  Hofstra University.|bLiteracy Studies - Doctoral Programs 
773 0  |tDissertation Abstracts International|g72-09A 
856 40 |u