Case Study 2.3: Digital storytelling

This experience of digital storytelling took place at colegio San Francisco de Asis in Buenos Aires. The coordinator, Vicky Saumell,  realized that teachers relied too much on coursebooks and this had a detrimental effect on students' motivation and put a lot of pressure on teachers to finish the book. She reached an agreement with the teachers and finally they all decided to abandon coursebooks and started designing their own curriculum and materials. The school would adopt a project-based curriculum that reflected students' interest and needs.
Students were engaged in digital storytelling projects. For example, some learners recreated parts of Shakespeare's Midsummer Night's Dream. for example some of them made an animated cartoon version using movie making software. Other learners created  an animated slideshow of different works of art and they recorded a soundtrack to go with the story.
If we take int account the SAMR model, I believe that this schools has implemented technology at the level of redefinition given that students were able to perform tasks that they wouln't have been able to perform before. As regards the TPCK model, which establishes the types of knowledge involved when including technology in the classroom, this case studiy shows that before implementing tecnology in the classroom, it is of utmost importance to evaluate 3 aspects: technology, pedagogy and content and whether it is possible to use technology in a certain context.