Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/7213
Title: Digital storytelling: student vulnerability during the process and its impact on teaching and learning one year later
Authors: Phillips, Heather N. 
Condy, Janet 
Tiba, Chantyclaire 
Keywords: Digital storytelling;Vulnerability (Personality trait);Digital storytelling -- Psychological aspects;Effective teaching;Social interaction
Issue Date: 7-Nov-2019
Publisher: IADIS Press
Source: Phillips, H.N., Condy, J. & Tiba,C. 2019. Digital storytelling: student vulnerability during the process and its impact on teaching and learning one year later In Sampson, D.G., Ifenthaler, D., Isaias, P. & Mascia, M.L. (eds). Proceedings of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), Cagliari, Italy November 7-9, 2019: 192-200.
Conference: 16th Iinternational Conference on Cognition and Exploratory learning in the Digital Age (CELDA 2019) 
Abstract: Digital storytelling (DST) is described as 'the modem expression of the ancient art of storytelling' with one of its categories focusing on personal narratives in which authors tell their own personal stories about significant experiences in their lives. The imperative to tap into our students' social-emotional learning through DST and creating a trauma-sensitive school culture is at the forefront of pedagogical conversations today. The DST process allowed pre-service teachers to take risks, risks of self-disclosure, risks of change, risks of not knowing, all of which rendered them vulnerable, resulting in deepened learning. The findings indicate that the process motivated newly qualified teachers to reflect on their own development, their practice and student learning through the lens of human connections, lived curriculum, self-reflection. They learnt the true value of social interaction and student engagement.
URI: http://hdl.handle.net/11189/7213
ISBN: 9789898533937
Appears in Collections:Edu - Conference Proceedings

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