Digital storytelling: student vulnerability during the process and its impact on teaching and learning one year later

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.