During my time engaging in the Master of Arts in Educational Technology (MAET) program through Michigan State University (MSU), I had the opportunity to work alongside educators from across the world. These teachers had experiences and schools/classrooms different from myself. We embarked on a journey of exploration and collaboration together. We were tasked with diving into a variety of educational technologies and tools, learn their functionalities, and understand how they can enhance the learning experience at all grade levels and content areas. We then had to share our findings and practical applications to our colleagues. One tool that stood out in this process was Storybird, a creative platform that blends art and storytelling, offering a unique approach to literacy and learning specifically, but could be applied to many different learning areas as well.

Step one was learning and navigating our way through the tool. We discovered that Storybird is an online platform that allows users to create art-inspired stories. It provides a vast library of illustrations, which users can drag and drop to create picture books, long form stories, and poetry. We spent considerable time experimenting with these features, understanding how each element could be used to enhance storytelling and engage students.

Our next step was to research how Storybird could enhance learning. We found that Storybird has several educational benefits. Reflecting on the foundational theories of learning, particularly constructivism/critical constructivism, and social learning reveals the significant potential of digital tools like Storybird in enhancing educational experiences. Critical constructivism, grounded in the Frankfurt School’s critical theory, emphasizes the socially constructed nature of reality and the interconnection between research, teaching, and knowledge production (Steinberg, 2012). According to this perspective, knowledge is not a neutral entity but is instead a product of historical and social contexts. This view is essential for educators using Storybird, as it encourages them to consider the diverse backgrounds of their students when designing learning activities. Critical constructivism asserts that “all knowers are historical and social subjects” (Kincheloe, 2008, p. 12). This means that educators must recognize that students come from different cultural, social, and historical contexts, which shape their understanding of the world. Storybird aligns with this principle by allowing students to incorporate their cultural backgrounds and personal experiences into their storytelling. For instance, students can use Storybird to create narratives that reflect their communities, traditions, and values, thereby producing stories that are meaningful and relevant to their lives. Constructivism, proposed by Piaget and Vygotsky, tells us that learners actively construct knowledge through their experiences. This theory is well-implemented in Storybird, where students engage in creating their own stories, fostering active learning and enabling them to build personal meaning from their artistic and narrative choices. The process of selecting images and writing narratives encourages students to engage deeply with the material, enhancing their understanding and retention of knowledge​. Social Learning Theory highlights the importance of observation, imitation, and modeling in learning. Storybird’s community features, which allow students to share their stories and receive feedback, facilitate social learning by enabling students to observe and learn from each other's work. This interaction not only enhances their narrative skills but also fosters a collaborative learning environment. By participating in a community of writers, students gain insights from their peers, receive constructive feedback, and improve their storytelling abilities through social interaction. We found that he implications of integrating Storybird into educational settings are profound. By promoting active learning through story creation, educators can help students engage more deeply with the material, leading to better understanding and retention. They promote active, collaborative, and motivated learning environments, transforming traditional classrooms into dynamic and engaging spaces. By integrating such tool, educators can provide richer, more engaging learning experiences that cater to diverse learning styles and preferences, ultimately leading to more effective and enjoyable education​. It was clear from this that Storybird was and is a tool we wanted to reach a greater audience.

Our last step in this process was creating and sharing a lesson to our colleagues. To build our colleagues’ understanding of Storybird, we designed a lesson plan that first modeled our story we created using the platform and then had them explore Storybird in relation to their context. During this time, we had our colleagues write on 2 different sticky notes, one for the affordance they discover and the other for the constraints of the platform. We allotted about 7 minutes for this time. In our feedback form this generally was not enough time, they wanted more time built in to engage more with their story creation. We also could have added a timer to the presentation screen to better support visual scheduling. We also could have explained the logging in process deeper as we did have a couple people that struggled to navigate that. After they had time to explore Storybird and create a book, we had those that were comfortable with it, share what they made. This was my favorite part as you saw the joy and how proud they were of their stories. I attached a couple examples of what they formed below. We also incorporated multiple modes of learning to further engage our “students”.  We displayed a video and utilized those sticky notes mentioned earlier in a fun way! We had everyone bring their sticky notes up to the board and place them in the correct category. This allowed for anonymous feedback regarding Storybird both the highlights and areas for growth. We read them and discussed each one and provided examples when needed. In our presentation feedback, it was suggested that we group common ones instead of reading each and every note to aid in time conservation. This brainstorming session was very beneficial as we heard a variety of different viewpoints and voices that deepened everyone’s understanding of Storybird. Lastly, we presented our research findings and practical tips for incorporation, which I wish for both we would have went more in depth with but we were a little worried with the time constraint and how we were already over, so pacing itself would also be something to improve upon. 

Overall, this activity was an enriching experience for both the presenters and the participants. Our team-teaching with Storybird was a testament to the power of collaborative learning and the potential of educational technology to enhance teaching and learning. By exploring Storybird, we not only equipped ourselves with a new tool but also inspired our colleagues to embrace creativity in their classrooms. We had the shared goal of improving student outcomes through innovative teaching practices. Sharing our findings and insights fostered a sense of community and mutual learning. The hands-on activity was well-received, with teachers expressing enthusiasm about using Storybird in their classrooms. The discussion sessions were lively, with many creative ideas and potential applications shared. We also learned the importance of providing clear, step-by-step guidance to ensure all participants could follow along comfortably. 

References

Kincheloe, J., McLaren, P., & Steinberg, S. (2011). Critical pedagogy and qualitative research: Moving to the bricolage. In N.Denzin & Y.Lincoln (Eds.), SAGE handbook of qualitative research (4th ed., pp. 163–177). Thousand Oaks, CA: Sage.

Ryan, R., & Deci, E. (2017, March 13). The intrinsic motivation of Richard Ryan and Edward Deci. American Psychological Association. http://www.apa.org/members/content/intrinsic-motivation 

Steinberg, S. R. (2012, March 30). Critical Constructivism. Sage Research Methods. https://methods-sagepub-com.proxy1.cl.msu.edu/reference/encyclopedia-of-action-research/n80.xml