Surviving the impossible: Studying students' constructions of digital stories on World War II

Silseth, Kenneth

doi:10.1016/j.lcsi.2013.04.004

Cited by 12 publications

(4 citation statements)

References 122 publications

(243 reference statements)

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“…Because of this, there has been an increasing interest in how to develop supportive assessment practices in school projects that involve the production of multimodal texts (Kalantzis, Cope, & Harvey, 2003). During the last decade, quite a few empirical studies that address how assessment is enacted in the context of multimodal composition have emerged (Aagaard & Lund, 2013;Adsanatham, 2012;Boston, Cohn, McKittrick, & Snead, 2014;Godhe, 2013;Jewitt, 2003;Silseth, 2013;Towndrow et al, 2013;Vincent, 2006). In a well-cited study in this field, Jewitt (2003) examines the use of multimodal resources in a science classroom and finds that 'diagrams, drawings, and three-dimensional models are all brought into the learning of science, and at the same time, as far as the teacher is concerned, these stand apart from the process of assessment' (p. 98).…”

Section: Assessment and Multimodal Compositionmentioning

confidence: 99%

Multimodal composition and assessment: a sociocultural perspective

Silseth

Gilje

2017

Assessment in Education: Principles, Policy & Practice

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In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students' participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools.

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Section: Assessment and Multimodal Compositionmentioning

confidence: 99%

Multimodal composition and assessment: a sociocultural perspective

Silseth

Gilje

2017

Assessment in Education: Principles, Policy & Practice

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“…Currently, DST is a popular approach for integrating ICT in education (Niemi et al, 2014;Sadik, 2008). In Norway, most studies on DST in education have focused on pupils' (Silseth, 2013) and teachers' use of DST in school (Aagaard, 2014). However, no studies have examined the use of DST as a method in Norwegian teacher education with secondary school 2 student teachers in subject didactics such as ESL.…”

Section: Introductionmentioning

confidence: 99%

Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

Røkenes

2016

ADNO

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Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactics

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“…The voice in a DS allows the audience to feel emotion (Romero‐Ivanova et al, 2021). Voice is an important emotional element of DSs that contributes greatly to the personal dimension (Silseth, 2013). DSs convey emotions and evoke many emotions in the audience through digital story components, particularly the storytellers' tone of voice and choices of music and image which enabled a deeper understanding of the storytellers' experience (Choi, 2018; Kim et al, 2021; Kim & Li, 2021; Olitsky et al, 2020; Ramírez Verdugo & Alonso Belmonte, 2007; Romero‐Ivanova et al, 2021; Sljivic et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.

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Surviving the impossible: Studying students' constructions of digital stories on World War II

Cited by 12 publications

References 122 publications

Multimodal composition and assessment: a sociocultural perspective

Multimodal composition and assessment: a sociocultural perspective

Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

Emotions and digital storytelling in the educational context: A systematic review

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