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Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection
PROCEEDINGS

, University of Colorado Denver, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Traditionally, teachers have used journals to reflect on their practice. In recent years, the more complex narrative tool of digital storytelling has emerged as a possible medium for reflection and deep learning. In this exploratory study, journal entries and digital stories from five teachers were analyzed to determine whether digital story content and associated inferences can afford richer, more meaningful insights into the process of teacher growth than journal entries alone. The journals and stories were analyzed for emerging themes using constant comparative analyses and for depth of reflection using a refection framework derived from the literature. Results indicate that digital storytelling was an effective vehicle for helping study participants to frame experiences that were important to them and that using multiple modes of reflection, such as digital storytelling along with journals, could encourage deeper and more substantive reflection by teachers than using a single mode of reflection.

Citation

Renda, C. (2010). Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1165-1170). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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