Opus in the Classroom: Striking CoRDS with Content-Related Digital Storytelling
ARTICLE
Teshia Roby, California State Polytechnic University Pomona, United States
CITE Journal Volume 10, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Writing personal narratives provides students with additional techniques for making deeper connections to subject matter. Content-related narrative development offers a departure from the traditional methods of teaching and learning and enables students to construe meaning individually and make deeper connections with subject matter content. By purposefully integrating storytelling into the curriculum, teachers promote academic- and self-efficacy, empowerment, and community-building opportunities and advance their own professional development. The Content-Related Digital Storytelling (CoRDS) model provides teachers with a pedagogical tool that works in concert with other subject matter approaches and allows students to access their analytical and creative faculties to demonstrate understanding or reveal gaps in their knowledge. When creative works that result from the CoRDS process are shared, they become authentic, reusable classroom artifacts.
Citation
Roby, T. (2010). Opus in the Classroom: Striking CoRDS with Content-Related Digital Storytelling. Contemporary Issues in Technology and Teacher Education, 10(1), 133-144. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 27, 2023 from https://www.learntechlib.org/primary/p/32348/.
© 2010 Society for Information Technology & Teacher Education
Keywords
- Classrooms
- Cognition
- Communication
- Community
- Computers
- Creativity
- Culture
- Curriculum
- Educational Technology
- Inclusive Education
- Instructional Design
- Instructional Materials
- Integration
- Interaction
- Internet
- Literacy
- Multicultural Education
- Multimedia
- Personality
- Preservice Teacher Education
- Professional Development
- Schools
- Standards
- Students
- Teachers
- Teaching Methods
- Video
Cited By
View References & Citations Map-
Challenging Preservice Teachers’ Deficit-Based Views Through Authentic Asset-Based Technology Lessons
Jessica Orey & Krista Ruggles, University of Florida, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 490–494
-
Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 2
Chris Campbell, The University of Queensland, Australia; Peter Albion, University of Southern Queensland, Australia; Matthew Kearney, Damian Maher & Kimberley Pressick-Kilborn, University of Technology Sydney, Australia; Jason Zagami, Griffith University, Australia
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2241–2248
-
Driving Pre-Service Science Teachers’ TPACK Development Through Their Generative Use Of Digital Video
Matthew Kearney, Kimberly Pressick-Kilborn & Damian Maher, University of Technology, Sydney, Australia, Australia
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1381–1388
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
