Authors from a range of backgrounds have suggested telling stories as a means of making sense ofexperience. In particular, educators are using storytelling to stimulate students critical thinking skillsand encourage self-review. There are many ways to work with stories.Although storytelling is not new, the idea of digital storytelling is new. Digital storytelling is as modernexpression of the ancient art of storytelling. Digital storytelling has emerged over the last few years asa powerful teaching and learning tool that engages both educators and students. However, untilrecently, little attention has been paid to a theoretical framework that could be employed to increasethe effectiveness of technology as a tool in a education environment. A discussion of the history ofdigital storytelling and how it is being used educationally is presented in this article.This paper examines how digital storytelling can be used to build important skills. Like traditionalstorytelling, Digital Storytelling helps to build conceptual skills like understanding a narrative and usinginductive reasoning to solve problems, but the creation of digital stories also requires the creator tobuild technology skills through the use of software and other tools.This study examined students’ professional dispositions including openness to change towardseducational technology, degree of willingness to participate in professional development andtechnology training.Students used the Model of Reflective Learning Through Storytelling created by McDrury & Alterio(2003). The Model of Reflective Learning Through Storytelling emphasizes the social dimensions ofstorytelling. Beyond the story finding stage McDrury & Alterio (2003) highlight the teller and listenerrelationship that exists. At the storyteller stage both are seeking for understanding and order. Atsubsequent stages the process is more interactive with questioning being used at the story expandingstage to refine, clarify and expand. It is at the processing stage that reflective activity takes place witha critical interface between teller and listener shaping individuals understanding of the story.Students participated at tutorial session of 60 hours, during the course of Didactics, in which wereencouraged to work through the process of producing their own digital stories. They also presented,published and shared their own stories with other colleagues. Quantitative and qualitative instruments,including a digital story evaluation rubric, integration of technology observation instruments wereimplemented to examine the extent to which students were engaged in authentic learning tasks usingdigital storytelling.A total of 154 students, in their first year of Education course of the University of Palermo participatedin the study in the academic year 2013/2014.
|Titolo della pubblicazione ospite||INTED2015 - 9th International Technology, Education and Development Conference|
|Numero di pagine||7|
|Stato di pubblicazione||Published - 2015|