A Place for Digital Storytelling in Teacher Pedagogy

Abstract

Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively introduce a new and useful technology known as Instructional Digital Storytelling (IDS), guided by the Technological, Pedagogical and Content framework (TPACK) developed by Mishra and Koehler [1]. It illustrates how, through narrative inquiry, teacher experience of both the creation and use of Digital Storytelling for instructional purpose in a Secondary School setting, highlighted challenges, rewards, accelerated learning and developed a community of practice across subject disciplines. The focus is on the reconstruction of the experience of creating a Digital Story on four levels: a) Internal structures of blending voice over, imagery and sound to create a successful IDS; b) Experience of challenges and negotiations in crafting the story; c) Experience of sharing with students; d) Recognition of themes and patterns which may have emerged among the participants.

The effect of digital storytelling on the development of preservice mathematics teachers’ technological pedagogical content knowledge

“…As a teaching tool, DST can improve understanding of TPACK. The interaction of the six elements, TK, PK, CK, TPK, TCK, and PCK, assists in selecting knowledge in a more strategic and diverse way (Clarke, 2017). Coutinho (2010) stated that DST is a powerful tool to use in the field of technology and teacher education because it allows teachers to mobilise their multiple knowledge about the curriculum, pedagogy and technology.…”

“…For example, Yüksel-Aslan (2013) stated that TPACK is related to the digital story creation process in the following ways: Choosing the topic from the curriculum is related to CK, choosing and designing the message is concerned with PK, using various software to create the digital story concerns TK, creating the script is related to PCK, creating the storyboard is concerned with TCK, choosing the material is related with TPK, and the creation of the digital story is associated with TPACK. Clarke (2017), on the other hand, stated that CK is concerned with the personal story and experience, while story creation requires PK. In addition, adding the images and sound requires TK, the story content requires PCK, while seeing the content together with technological elements such as images and sound requires TCK.…”

SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

“…The TPACK framework emphasizes the importance of teachers knowing how to employ technology to teach disciplinary knowledge (Koehler & Mishra, 2009). Research findings indicate digital storytelling can positively impact the TPACK of pre- (Asik, 2016;Ulusoy, 2020) and in-service teachers' (Clarke, 2017).…”

“…Teacher educators may find digital storytelling projects effective for helping education majors develop ET knowledge or skills, particularly technology related to creating and editing videos. Consideration of the TPACK framework (Koehler & Mishra, 2009) may prove useful in designing digital story projects that promote intersections of technological, pedagogical, and content (disciplinary) knowledge (Asik, 2016;Clarke, 2017;Sancar-Tokmak et al, 2014).…”