Due to students' lack of interests in coursebooks, the English Department decided to replace them by material and curriculum created by teachers and the coordinator with a project based approach which considered students' interests.
Students were given authentic tasks for which they had to use 2.0 web tools. Assesment was carried out through a wiki which also conatined information and help for teachers. One of those projects was "Digital Storytelling". It was motivating because students were free to express themselves and use their creativity. It was also meaningful and could be shared online. They used a variety of tools: Movie maker, digital cameras, software Zimmer Twins. Their final work can be seen here. The capture below belongs to "A Midsummer Night's Dream"
As regards the SAMR model, this case belongs to the Redefinition level due to the fact that there's a transformation in the way the project was developed. Technological tools allowed students to create something they wouldn't have been able to create without them and they could share their final work online.
As for TPCK model, the content was mainly related to areas that were interesting for students. The pedagogy aimed at promoting collaborative work and introducing technology to improve students' skills. Finally, the following quotation by Barret included by Graham Stanley illustrates the significace of the project:
‘digital storytelling facilitates the convergence of four student-centred learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into instruction’
What I liked about this case study is its learner-centred nature that took into account students' interests. In addition, the project was not an isolated activity but the result of a completely new and different approach taken by the whole department.
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