2016
DOI: 10.20853/28-3-373
|View full text |Cite
|
Sign up to set email alerts
|

Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

0
3
0
1

Year Published

2019
2019
2023
2023

Publication Types

Select...
4

Relationship

1
3

Authors

Journals

citations
Cited by 4 publications
(4 citation statements)
references
References 0 publications
0
3
0
1
Order By: Relevance
“…Due to these challenges, phone or other mobile device ownership is not necessarily synonymous with consistent access to online platforms and consequently consistent use (Lumadi, 2017;Lwoga, 2012). Even where there is access, the devices might not be appropriate for the learning purposes and/or the learners have not been taught to use them for learning purposes Gachago et al, 2014;Heerwegh, De Wit, & Verhoeven, 2016;Hornsby & Osman, 2014;Ilomäki et al,, 2016;Nafukho & Muyia, 2013;Waghid & Waghid, 2016). Therefore, it is not sufficient to provide students who identify as lacking a mobile device with a device, but also to ensure that those who do own one have a compatible device and access to the necessary data and bandwidth (Brown et al, 2016;Brown & Haupt, 2018;Waghid & Waghid, 2016).…”
Section: Resourcing Barriersmentioning
confidence: 99%
See 1 more Smart Citation
“…Due to these challenges, phone or other mobile device ownership is not necessarily synonymous with consistent access to online platforms and consequently consistent use (Lumadi, 2017;Lwoga, 2012). Even where there is access, the devices might not be appropriate for the learning purposes and/or the learners have not been taught to use them for learning purposes Gachago et al, 2014;Heerwegh, De Wit, & Verhoeven, 2016;Hornsby & Osman, 2014;Ilomäki et al,, 2016;Nafukho & Muyia, 2013;Waghid & Waghid, 2016). Therefore, it is not sufficient to provide students who identify as lacking a mobile device with a device, but also to ensure that those who do own one have a compatible device and access to the necessary data and bandwidth (Brown et al, 2016;Brown & Haupt, 2018;Waghid & Waghid, 2016).…”
Section: Resourcing Barriersmentioning
confidence: 99%
“…Mobile technologies have numerous affordances beyond searching for information via search engines and the provision of content portals (often described as Web 1.0 functionality) and peer-to-peer sharing of content and social networking (so-called Web 2.0 functionality). However, because of the resource and technological challenges mentioned above, as well as a lack of "digital competence" (Ilomäki et al, 2016), mobile learning opportunities are often limited to provision of content, access to content portals, and basic social networking (Gachago et al, 2014;Waghid & Waghid, 2016;Zozie & Chawinga, 2018). However, several scholars have identified that more sophisticated use of mobile technologies for learning purposes such as digital storytelling (Gachago et al, 2014) and video content creation (Brown et al, 2016) is possible if learners are provided with the devices, software, training, and web access required and they have flexibility in the way they address the tasks.…”
Section: Resourcing Barriersmentioning
confidence: 99%
“…Mostly, digital stories are analysed thematically framed by narrative inquiry approaches (Kohler-Riessman 2008), although they can also be analysed multimodally (i.e. Gachago et al 2014). Hull and Nelson (2005, p. 234) emphasise that when choosing and analysing a multimodal text it is important to identify which modes will be the focus of the analysis: In an ideal world, one would take into account all of the modes -spoken words, images, music, written text, and movement and transitions -but such complexity quickly overwhelms.…”
Section: Digital Storytelling As a Research Methodologymentioning
confidence: 99%
“…(Lima, 2008, p. 4). De acordo com Xavier (2005, p. O conceito ainda é usado em sua forma plural, "letramentos digitais", como colocado anteriormente por Buzato (2009), destacando sua natureza não genérica, a qual passa a assumir e reconhecer as práticas sociais como estruturantes de seu processo (Gachago et al 2014;Gourlay, 2015). Nesse sentido, Roche ( 2017…”
Section: Gestores Bibliográficosunclassified