Listening to the Multiple Voices in an Intercultural Telecollaborative Multilingual Digital Storytelling Project: A Bakhtinian perspective

Priego, Sabrina; Liaw, Meei‐Ling

doi:10.4000/alsic.3168

Cited by 3 publications

(1 citation statement)

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“…An increasing number of studies in the area of telecollaboration have started to report how telecollaborative projects have been used in teacher-education and teacher-development contexts (Antoniadou, 2011;Arnold & Ducate, 2006;Dooly & Sadler, 2013;Guichon & Hauck, 2011;Lewis, 2017;Müller-Hartmann, 2012;O'Dowd, 2015O'Dowd, , 2017Priego & Liaw, 2017). As pointed out by O'Dowd (2017), "much of this research has highlighted the value of an experiential modelling approach which involves offering trainee teachers the opportunity to take part in telecollaborative exchanges themselves in order to experience the tools and processes which they will be expected to use in their own classrooms in the future" (p. 39).…”

Section: Telecollaboration For Teacher Education and Teacher Developmentmentioning

confidence: 99%

Promoting pre- and in-service teachers’ co-construction of knowledge through an intercultural telecollaboration project

Ciampi

Doyon-Lacasse

Priego³

et al. 2018

Med. Med.

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This paper reports an intercultural telecollaboration project between four pre- and in-service second/foreign language teachers that sought to analyze how knowledge was co-constructed among team members through online social negotiation. Data consisting of transcripts of two conversations using the conferencing platform Skype were analyzed using a taxonomy adapted from Gunawardena, Lowe and Anderson’s (1997) model. It was found that the highest amount of utterances (62%) fell into Phase I (Sharing/comparing of information) and that few occurrences fell into higher phases of negotiation of meaning (Phases IV and V). These findings raised awareness regarding task’s design, structure and content in order to foster higher levels of negotiation of meaning and to prevent potential lack of involvement.

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Section: Telecollaboration For Teacher Education and Teacher Developmentmentioning

confidence: 99%

Promoting pre- and in-service teachers’ co-construction of knowledge through an intercultural telecollaboration project

Ciampi

Doyon-Lacasse

Priego³

et al. 2018

Med. Med.

Self Cite

View full text Add to dashboard Cite

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Virtual Reality for Telecollaboration Among Teachers of an Additional Language: Insights from the Multimodal (Inter)action Analysis

Liaw

2022

PRESENCE: Virtual and Augmented Reality

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Dooly (2017, p. 169) defines telecollaboration in education as “the use of computer and/or digital communication tools to promote learning through social interaction and collaboration, thus moving the learning process beyond the physical boundaries of classrooms.” As digital communication technologies advance, newer and more sophisticated cutting-edge ICT tools are being used for telecollaboration, including virtual reality (VR). Researchers have applied different models and approaches of multimodal analysis to understand the specific features of VR on students' language learning (Dubovi, 2022; Friend & Mills, 2021) and intercultural communication (Rustam, et al., 2020). Nevertheless, very little has been done to look into language teacher telecollaboration via VR technologies. This present study recruited student teachers of an additional language (LX) (Dewaele, 2017) from different geographical locations and cultural backgrounds to participate in a project aiming at cultivating the participants' critical views on LX teaching and intercultural communication skills. The participants interacted and discussed LX teaching/learning issues in VR environments. Their interactions were video recorded and analyzed. By applying Multimodal (inter)action Analysis (MIA) (Norris, 2014) as the analytical framework, this study systematically unpacked the thematical saliencies and significant moments of the participants' intercultural interaction in the three VR meetings. Based on the findings, suggestions and caveats for future designing and researching intercultural telecollaboration in VR environments are provided.

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Interculturally-Critical Digital Storytelling

R’boul

2021

Advances in Early Childhood and K-12 Education

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Narrating personal experiences, stories, or real-life events can engage students in meaningful learning that is interesting and fun. Digital storytelling can support not only knowledge transfer but also realizing socially-just education by promoting inclusive attitudes. This chapter argues for the use of digitally supported storytelling for social justice education. Interculturally-critical digital storytelling is presented as a critical orientation that is sensitive to intercultural issues of power and sociopolitical realities. It makes a case for implementing digital storytelling as a way of introducing experiences and narratives that explore elements pertinent to social justice. Interculturally-critical digital storytelling involves (a) incorporating multicultural literature in order to amplify students' voices and include different cultures, (b) considering storytelling as a creative practice that entails an innovative method of teaching and learning, and (c) emphasizing the need to discuss and question hegemonic normative expectations that perpetuate injustices and inequalities.

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Listening to the Multiple Voices in an Intercultural Telecollaborative Multilingual Digital Storytelling Project: A Bakhtinian perspective

Cited by 3 publications

References 23 publications

Promoting pre- and in-service teachers’ co-construction of knowledge through an intercultural telecollaboration project

Promoting pre- and in-service teachers’ co-construction of knowledge through an intercultural telecollaboration project

Virtual Reality for Telecollaboration Among Teachers of an Additional Language: Insights from the Multimodal (Inter)action Analysis

Interculturally-Critical Digital Storytelling

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