RM Winter 2017

Data Analysis The researchers analyzed data from multiple sources to ensure findings were evidenced through multiple sources. Borrowing from Strauss and Corbin (1989), the researchers analyzed data line- by-line, as all qualitative data were considered to be expressions of significance statements. Open codes were used to identify meaningful expressions (e.g., words, phrases, sentences). Each expression was coded by the researchers, who wrote down what anchored that expression in meaning. The researchers then evaluated the codes using axial coding. During this portion of the data analysis, the researchers evaluated the open codes for relationships among the codes. The codes clustered as themes and patterns emerged from the data. Items that required explicit and immediate attention were addressed in a timely manner via electronic communication. Ongoing data analysis allowed the researchers to identify elements that contributed to or detracted from the success of multimodal storytelling. The researchers provided suggestions to the teachers and changes to the implementation of multimodal storytelling as necessary. Upon completion of the study, all data was evaluated and analyzed. Special attention was paid to topics that appeared in multiple sources and over periods of time. The first two authors discussed the open codes, themes, and patterns to determine the overarching themes that contributed to and provided a barrier to success. Results Data revealed several factors that acted as triumphs (i.e., enhanced) or challenges (i.e., inhibited) for successful implementation of multimodal storytelling in an elementary classroom. The six major themes (i.e., three enhancing, three inhibiting) are briefly discussed. The themes that enhanced the intervention included: a.) willingness to be a part of change, b.) student-centered attitude, and c.) ample choice in technology supports and applications. Themes that inhibited the intervention included: a.) limited resources, b.) structural constraints, and c.) overabundant choice in technology and applications. Triumphs that Enhanced Instruction Today the students are learning how to use Skitch. Ms. T decided to start multimodal storytelling in her class by teaching her students to use Skitch, an application that allows students to annotate pictures, because it allows students to explore non-linear texts and the interaction of texts and images. During this lesson, Ms. T discusses the importance of integrating visual images and text to communicate meaning. Students discuss how this interaction between text and image is different than traditional books where pictures often support text (such as reading a book and looking at the pictures on each page). In the future, students will have the option to take a picture, upload a picture, select a picture from the Internet, use a map, select a .PDF or draw a picture and elaborate on their annotations with more complex texts, emoji, and shapes. For now, however, Ms. T. has already uploaded a picture for them so they can learn to use the tools within the app. Ms. T begins the whole-class lesson by passing out handouts with the directions and the students cluster in their tables around the iPads (see Figure X). In this introductory lesson, Ms. T. shows students how to access the app and describes each of the icons. The students are clustered around the iPads and take

turns holding the iPad and followMs. T’s directions. One student selects the picture and passes the iPad along to the next student who adds an arrow. The students take turns adding texts and arrows. As students became more familiar with the application, students are able to extend beyond labeling and use Skitch as a platform for informative texts, describing their understanding of the lifecycle of a butterfly. Later in the year, students are able to take pictures using the camera and write personal narratives about the pictures they took. Willingness to be a part of change: Preparing a digital-rich classroom. Our data from this study overwhelmingly supports that the teacher we worked with was willing and eager to incorporate technology in her classroom and embrace the changes that digital-competent classrooms require. Ms. T’s was able to draw from her prior knowledge of technology when using the apps in her classroom and learning about new apps. The teacher integrated multimodal storytelling and multimodal literacies so that they were not something “else” or an “additional” task for teachers. Rather, she accepted multimodal literacies as another modality of literacy, an extension or arm, not a separate entity or body. These fundamental beliefs were evident in conversations, correspondences, and classroom actions. “This application could be used in our SS class. It would be great to use to find out information about community leaders.” The teacher documented how she met the standards through classroom lessons that allowed students to utilize multimodal storytelling to demonstrate skills. Ms. T. listed all of the standards met for each lesson in her lesson journal. For example, Ms. T. documented how she used SKITCH to meet both literacy standards, “1.4. Types of Writing; 1.9. Information, Communication, and Literacy Technology,” and science standards, “ 3.1. Unifying Themes of Science; 3.3. Biological Science”. Student-centered attitude. This study focused on supporting multimodal storytelling at the teacher level, not at the student level. Therefore, the discussion of student learning is anecdotal from the teacher’s perspectives and focuses on the actions of the teacher to meet the perceived needs of the students. The teacher prioritized teaching the students how to use the applications prior to allowing them to work independently. Conversations, interviews, and questions that she asked the researchers support that she made decisions based on the activity and perceived needs of the students for that activity. Data supported that she had pedagogical and content knowledge to integrate technology into quality teaching. After her first lesson, an introduction lesson on how to teach SKITCH, the participant documented,

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“It worked!!! – The lesson took no more than 25 minutes. I was hesitant about this form of instructions. Ten students to one iPad seemed a bit difficult to manage when planning the lesson. The students were motivated and knew this was the beginning of a new iPad project, so they were eager to learn SKITCH. (They also knew they needed to stay focused to be able to complete the upcoming project.) I am hoping to model all apps in this way. The process of giving the students a guided lesson of the app and its features, then providing an introductory task for each large group was successful.”

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