Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

Robin, Bernard

doi:10.1080/00405840802153916

Cited by 973 publications

(904 citation statements)

References 4 publications

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“…Though digital storytelling is widely used in education and in various settings (e.g., Robin, 2008aRobin, , 2008b, it seems that there is a lot more that can be done, especially in the field of intercultural education. Intercultural education is a response to the need for redefining the relationship between education and multicultural societies and can function as a bridge, allowing the interaction of two or more cultures.…”

Section: Discussionmentioning

confidence: 99%

Using Autobiographical Digital Storytelling for the Integration of a Foreign Student in the School Environment. A Case Study

Fokides

2016

JITE:IIP

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Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study's subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study's findings.

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Section: Discussionmentioning

confidence: 99%

Using Autobiographical Digital Storytelling for the Integration of a Foreign Student in the School Environment. A Case Study

Fokides

2016

JITE:IIP

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“…En segundo, promueven la reflexión y formación en torno a la alfabetización (Ferreiro, 2011), literacy (Cassany, 2006) o las nuevas alfabetizaciones, entre las que Coll destaca el "digital, tecnológico o electrónico -digital literacy, technological literacy o e-literacy-, el alfabetismo visual -visual literacy-o el alfabetismo informacional -information literacy-" (2005: 7) y el aprendizaje multimodal que éstas requieren (Jewitt, 2009;Street et al, 2009). Así, diferentes trabajos han profundizado sobre el potencial de las narrativas digitales para el desarrollo de la alfabetización multimodal en los diferentes niveles educativos y materias, como Brenner (2014), Dogan y Robin (2008), Ibarra y Ballester (2016), Genishi y Goodwin (2008), Gregori-Signes (2014), Jones and Hafner (2012), Ohler (2008Ohler ( , 2013, Robin (2008), Rodríguez Illera y Londoño, 2010, entre otros. En este sentido, pueden suponer una vía de renovación de planteamientos tradicionales de la educación literaria, ya que al vincular de forma explícita la adquisición y desarrollo de la competencia lectora y literaria con la digital y mediática inauguran un abanico de posibilidades de producción y recepción textual ligadas a las tecnologías de la información y la comunicación de gran atractivo para el discente contemporáneo.…”

Section: Narrativas Digitales En La Formación Lectoliteraria Del Futuunclassified

“…Por último, incrementan la creatividad y la autonomía del alumnado, al convertirlo en el foco del proceso de enseñanza-aprendizaje y permitirle explorar y desplegar las posibilidades de su potencial intelectual, artístico, cultural y literario. Por tanto, desde esta óptica, contribuyen al desarrollo de su identidad y su formación integral (Benmayor, 2008;Del Moral y Rey, 2015;Ibarra y Ballester, 2016a;Lundby, 2008;Ohler, 2008;Robin, 2008;Rodríguez Illera y Londoño, 2009, 2010Soler, 2014).…”

Section: Narrativas Digitales En La Formación Lectoliteraria Del Futuunclassified

De literatura, cine, publicidad e internet: relatos digitales y book tráilers en la formación de docentes

Rius

Roca²

2017

@tic

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En este trabajo los autores analizan, desde una perspectiva crítica y pedagógica, el potencial de los relatos digitales y los book tráilers en la educación lectora y literaria de los futuros docentes.Palabras clave: alfabetización, educación literaria y lectora, tecnologías de la información y la comunicación, Educación superior. ResumEn aquest treball, els autors analitzen, des d'una perspectiva crítica i pedagògica, el potencial dels relats digitals i els book tràilers en l'educació lectora i literària dels futurs docents.Paraules clau: alfabetització, educació literària i lectora, tecnologies de la informació i la comunicación, Educació Superior. AbstractThe authors analyze, from a critical and pedagogical perspective, the potential of the digital stories and the book trailers in teaching Reading and literary education of future teachers.

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“…Robin (2008) describes digital storytelling as the combination of the art of telling stories and digital multimedia. It is "a form of short narrative, usually a personal narrative told in the first person, presented as a short movie for display on a television or computer monitor or projected onto a screen" (Davis, 2004, p. 1).…”

Section: Introductionmentioning

confidence: 99%

“…Young people today, the current students, commonly use the web, social web (such as Facebook, Youtube, Twitter, Myspace), they collaborate through wikis, blogs or Skype, they have mobile connectivity and the form everyday tasks such as learning, listen to radio, applying for a job, shopping, dating, and only on (Robin, 2008;Kim et al, 2010, Toki, Pange, 2011. These activities involve the use ICT not just for gathering information but also for creating and publishing information usually in a multimedia form.…”

Section: Introductionmentioning

confidence: 99%

Ict Use in Early Childhood Education: Storytelling

Toki¹,

Pange²

2021

Tiltai

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The aim of this study is to investigate the ICT use by pre-service preschool teachers and pre-service speech and language therapists in developing their digital case of a storytelling. Students were stimulated to use various multimedia editing and authoring tools. The research questions concern the students' accomplishments on integrating technology in digital storytelling and the effectiveness of that learning environment they created. The results revealed a difference by implying that not only the learning theory and the teaching practices but also the content, the structure and the nature of the course together with the social interactions play an important role on how people learn and develop their skills.The results revealed that students of both departments overall accomplished very good project outcomes in digital storytelling meeting technical and pedagogical criteria. Finally similarities and differences of the students' approaches in the digital storytelling development are discussed and concluded in the demands of modern information society. KEYWORDS: ICT, digital storytelling, childhood, preschool. AnotacijaInformacinės komunikacinės technologijos (IKT) vis dažniau taikomos integruojant jas į ugdymo programas ir kuriant mokymosi aplinką ikimokykliniame ugdyme. Šiuo tyrimu siekta išnagrinėti, kaip taikomos IKT rengiant ikimokyklinio udgymo pedagogus ir kalbos terapeutus (logopedus). Studentai skatinti naudoti įvairius multimedijos kūrimo ir redagavimo įrankius. Tyrimo klausimai buvo susiję su tuo, kaip studentams pasisekė integruoti technologijas į skaitmeninius pasakojimus ir sukurti veiksmingą mokymosi aplinką. Rezultatai parodė, kad ne tik teorija ir praktika, bet ir turinys bei pobūdis kartu su socialine interakcija vaidina svarbų vaidmenį žmonių mokymosi ir gebėjimų vystymosi procese. Abiejų programų studentai pademonstravo labai gerus skaitmeninio pasakojimo projekto rezultatus, vertinant juos pagal technologinius ir pedagoginius kriterijus. Studentų rezultatų panašumas ir skirtumai aptariami ir apibendrinami iš modernios informacinės visuomenės pozicijų. PAGRINDINIAIA ŽODŽIAI: IKT, kompiuteris, skaitmeninis pasakojimas, vaikystė, ikimokyklinis ugdymas.

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Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

Cited by 973 publications

References 4 publications

Using Autobiographical Digital Storytelling for the Integration of a Foreign Student in the School Environment. A Case Study

Using Autobiographical Digital Storytelling for the Integration of a Foreign Student in the School Environment. A Case Study

De literatura, cine, publicidad e internet: relatos digitales y book tráilers en la formación de docentes

Ict Use in Early Childhood Education: Storytelling

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