Synergies between interactive training simulations and digital storytelling: a component-based framework

Dörner, Ralf; Grimm, Paul; Abawi, Daniel F.

doi:10.1016/s0097-8493(01)00177-7

Cited by 42 publications

(21 citation statements)

References 10 publications

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“…Robin and Pierson (2005) believe that digital storytelling has captured the imagination of both students and teachers and the act of crafting meaningful stories has elevated the experience for students and teachers. Compared to conventional storytelling, digital storytelling audiences are viewed not only as listeners but also as learners who can interact and shape the story (Dorner et al 2002). Lynch and Fleming (2007) indicate that:…”

Section: Digital Storytelling and The Curriculummentioning

confidence: 99%

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

Sadik

2008

Education Tech Research Dev

549

304

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Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students' understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.

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Section: Digital Storytelling and The Curriculummentioning

confidence: 99%

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

Sadik

2008

Education Tech Research Dev

549

304

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“…When referring back to the articles from Dorner (2002), Robinson & Pierson (2005), Sadik (2008), and Willis (2014), I can recall the benefits of technology opposed to the drawbacks. The benefits are that technology is very useful to both students and teachers because it enhances the relationships between them and provides more convenient methods of educating students (Sadik, 2008).…”

Section: Rationale For the Studymentioning

confidence: 99%

“…The drawbacks include the fact that technology is not always available to students outside of the classroom and sometimes there are problems with glitches in technical devices Dorner (2002). Robinson & Pierson (2005) say another drawback is that some teachers may not feel confident enough to teach with technology because they are not knowledgeable enough to implement it in the classroom and have a fear of what they are not familiar with.…”

Section: Rationale For the Studymentioning

confidence: 99%

Ipads versus Books

Shirley¹

2018

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During the past few years, technology such as iPads has been a growing trend in classrooms. Students are slowly being drawn away from text books and introduced to digital books on iPads. This study seeks to gain insights into the effectiveness of the implementation of technology in early childhood classrooms. To examine the effectiveness of using iPads for reading, this study addresses the following question: Do children comprehend more when reading from iPads? Ten kindergarten students participated in this study. Their reading comprehension scores when reading from iPads and books were collected within a two-week interval and then compared. After reading stories from iPads and books, students were asked comprehension questions from the DRA and their scores were recorded for each section of comprehension skills which included: previewing, retelling of events, character details, retelling using vocabulary, retelling with teacher's support, reflections, and making connections. The data showed that nine out of ten students scored higher in reading comprehension when reading from iPads, and one student scored the same on both. This study suggests that more research on effective, appropriate, and intentional teaching with iPads and other technology in classrooms is needed to further examine the benefits and downfalls of using such devices in the field of education.

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“…Students' motivation to write increases when they know that their product will be published on the Internet (Karchmer, 2001). Additionally, there is the expanded notion of audience in the Web 2.0 era, which has evolved to include the audience in shaping the story by being able to leave comments (Dorner, Grimm, & Abawi, 2002).…”

Section: Effectiveness Of Digital Stories In Educational Settingsmentioning

confidence: 99%

Learner Digital Stories in a Web 2.0 Age

Alameen

2011

TESOL Journal

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This article reports on a 4‐week class project in which students created Web 2.0 digital stories and shared and discussed them with their peers using VoiceThread, a digital media online tool. Participants were English language learners in an academic writing class at a major research university in the United States. Digital stories provided an interactive venue for building learner communities, fostering collaboration, engaging learners in multi‐literacies, and creating opportunities for global audience interaction and feedback.

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Synergies between interactive training simulations and digital storytelling: a component-based framework

Cited by 42 publications

References 10 publications

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

Ipads versus Books

Learner Digital Stories in a Web 2.0 Age

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