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Digital Storytelling: Self-Efficacy and Digital Literacy PROCEEDINGS

, Oakland University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is about an exploratory research project that engages college students in using digital storytelling as one of the approaches to build their e-portfolio through reflection and self-assessment of the learning process. Participants (N = 20) are from a mid-western American university. The study examines the potential of digital storytelling employed in higher education settings, and explores how digital storytelling can be used as an effective communication tool for facilitating reflective practice based on constructivist principles. It asks questions about whether digital storytelling can enhance self-efficacy and in what way it can improve digital literacy skills of students in a teacher preparation program. Suggested impact on education includes: balancing traditional methods and new teaching approaches; finding new ways of creating educational portfolio; enhancing language literacy, visual literacy, and media literacy; and meeting higher educational technology standards.

Citation

Li, L. (2006). Digital Storytelling: Self-Efficacy and Digital Literacy. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2159-2164). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2017 from .

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