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Examining pre-service teachers’ perceptions on uptake of digital storytelling for classroom use
PROCEEDINGS

, , , , Cape Peninsula University of Technology, South Africa

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Integration of digital storytelling (DST) technique is perceived to be significant in diverse classrooms as it supports educational processes of such learning environments. Embracing the perception, this study focuses on the pre-service teachers’ uptake of the technique for classroom use. Pre-service teachers in the study are destined to the South African classrooms of which many are very diverse. Qualitative data, through focus group interviews with purposively selected participants from a university training teachers in South Africa, was collected. Results show that while the participants perceive the use of DST technique significant in diverse classrooms, they still do not have the confidence to integrate it into their pedagogy. They do not feel prepared regarding integrating technologies into classrooms. It is recommended that the teacher education ensures that the pre-service teachers get equipped with the vital skills for integration of DST into their diverse classrooms.

Citation

Chigona, A., Condy, J., Gachago, D. & Ivala, E. (2012). Examining pre-service teachers’ perceptions on uptake of digital storytelling for classroom use. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1621-1628). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 4, 2020 from .

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