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Harnessing AI for Digital Cuentos: Strategies for Storytelling Innovation

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HBGCC - Posters, Table 23

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Session description

Cuentos transform lives through storytelling for students, families, and communities. Presenters will showcase innovative strategies for crafting written and digital Cuentos, highlighting AI's role in generating images, background music, and multimedia elements. This approach enriches the narrative experience while promoting social justice, equity, and anti-racist teaching.

Outline

Introduction (10 minutes)

Welcome and overview of the session objectives.
Brief introduction of the presenters and their backgrounds.
Engage the audience with a discussion on the significance of storytelling in education.
Content Presentation (20 minutes)

What are Cuentos? (5 minutes)

Define Cuentos and discuss their cultural significance.
Highlight the impact of Cuentos on students' understanding of their identities.
The Role of AI in Cuentos (5 minutes)

Present examples of how AI tools can be used to generate multimedia elements (images, music).
Share success stories from the Cuentos Project and the evolution of digital storytelling.
Facilitating Multimodal Learning (10 minutes)

Discuss how Cuentos can be transformed into multimodal expressions.
Share specific strategies for incorporating various communicative forms in storytelling.
Engagement Activities (30 minutes)

Peer Interaction (15 minutes)

Participants will form small groups to brainstorm ideas for creating their own Cuentos using personal or cultural narratives.
Each group will select one narrative to develop further.
Hands-On AI Exploration (15 minutes)

Participants will use AI tools to generate multimedia components for their Cuentos.
Guided activity where attendees will share their creations with the group.
Conclusion and Reflection (10 minutes)

Recap of key takeaways.
Open floor for questions and discussions.
Provide resources for further exploration of Cuentos and digital storytelling.

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Supporting research

Ayanwale, M. A., Frimpong, E. K., Opesemowo, O. A. G., & Opoku, D. O. (2024). Exploring factors that support pre-service teachers’ engagement in learning artificial intelligence. Journal for STEM Education Research. https://doi.org/10.1007/s41979-024-00121-4

Black, N. B., George, S., Eguchi, A., Dempsey, J. C., Langran, E., Fraga, L., Brunvand, S., & Howard, N. (2024). A Framework for Approaching AI Education in Educator Preparation Programs. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23069-23077. https://doi.org/10.1609/aaai.v38i21.30351

Chung, C. J. (2024). Preservice teachers’ perceptions of AI in education. AI-EDU Arxiv. Retrieved from https://journals.calstate.edu/ai-edu/article/view/4155​ (Cal State Open Journals).

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, 22. https://doi.org/10.1186/s41239-023-00392-8

Fraga, L. & Harmon, J. (2024). The Impact of Generative AI Tools for Instructional Design by Preservice Teachers. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2039-2041). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE).

Flottemesch, K. (2013). Learning through narratives: The impact of digital storytelling on intergenerational relationships. Academy of Educational Leadership Journal, 17(3), 53.

García, D. G., and Yosso, T. J. (2020). Recovering Our Past: A Methodological Reflection. Recovering Our Past: A Methodological Reflection, 60(1), 59-72. 10.1017/heq.2019.50

Goodfellow, R. (2001). Online literacies and learning: Operational, cultural and critical dimensions. Language and Education, 15(3), 179-195.

Grant, N.S., & Bolin, B.L. (2016). Digital Storytelling: A Method for Engaging Students and Increasing Cultural Competency. The Journal of Effective Teaching, 16, 44-61.

Henkin, R., de Silva, A., CohenMiller, A., Alimzhanova, D. and Zhakupova, A. (2024). Cuentos: Uncovering Global Portraits of Equity, Justice and Anti-Racist Teaching. In Smith, H.L. and K. M. Iyengar (Eds.) Multilingual Language Arts for Multicultural Classrooms. San Diego, CA: Cognella Press.

Moule, J. (2012). Cultural Competence: A Primer for Educators, 2nd edition.

van den Berg, G., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(998). https://doi.org/10.3390/educsci13100998

Weis, T.M., Benmayor, R., O’leary, C.E., & Eynon, B. (2002). Digital Technologies and Pedagogies. Social Justice, 29, 153.

Yosso, T. J. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. 10.1080/1361332052000341006

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Presenters

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Consultant
San Antonio Schools
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Associate Professor
University of the Incarnate Word
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Professor Emeritus
The University of Texas at San Antonio
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Associate Professor
University of the Incarnate Word

Session specifications

Topic:

Creativity and Storytelling

Grade level:

Community College/University

Audience:

Curriculum Designer/Director, Higher Ed, Teacher Development

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows

Subject area:

Teacher Education, Technology Education

ISTE Standards:

For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
For Students:
Empowered Learner
  • Set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes.

TLPs:

Ignite Agency, Cultivate Belonging

Additional detail:

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