In my previous posts I have mostly talked about the positive sides of technology use in the classroom. All the technology tools discussed earlier were highlighted with their advantages. In this post, however, I have to talk about some of my concerns about digital storytelling and digital videos.
I adore storytelling, I may listen to a good storyteller for hours, I consider storytelling as a great tool to develop learners’ speaking and presentation skills, but when it comes to digitizing it, I have some issues with that. Even though the whole process of creating digital stories and videos is fun, engaging and exciting, in order to assign your learners to create one, you have to make sure that all your learners have access to computers and know exactly how to use it. If we talk from the perspective of developing country teachers and learners, then we have to admit that this is not always the case. However “technologized” the world has become, there are still kids who don’t have the luxury of having computers or being taught how to use them.
My other concern is the time that the learners need to dedicate on preparing digital stories and videos and the training that has to go with it. For public school EFL classrooms, particularly in Armenia, which are governed by state educational policies, time restrictions and expected deliverables, it becomes highly impossible for a teacher to be able to use these tools in their teaching process.
These concerns and some others that I have are mostly related to the teaching context and I have to admit that if these tools are viewed from the perspective of a “technologically and digitally ideal” classroom, where all the learners are digital natives, and have computers and the curriculum is flexible enough for tools like digital storytelling and digital videos, then they become invaluable tools which target the needs of both the learners and the teacher.