Digital Storytelling to Unlock Reflective Practice in the Classroom

Abstract

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children’s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

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“…Digital storytelling represents a departure from traditional oral narratives, integrating technology into the storytelling process (Choo, Abdullah, & Nawi, 2020). In this contemporary approach, digital tools such as cameras and smartphones are employed to create multimedia-enriched narratives, offering a diverse range of formats like digital essays and interactive stories (Daniels, 2013; Nicoli, Henriksen, Tsagalas, & Komodromos, 2021).…”