Identity, Efficacy, and Inclusion in the Classroom through Digital Storytelling PROCEEDINGS
Teshia Roby, California State Polytechnic University, Pomona, 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
By meaningfully integrating personal narratives as well as textbook content into the curriculum, teachers promote academic- and self-efficacy, empowerment, and community-building opportunities in their classroom, and increase chances of student success. Including whole-person identities in the classroom allows the learning community to harmonize in its understanding and acceptance of cultural similarities and differences and to experience social change through awareness, perspective, empathy and deconstruction of assumptions. 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.
Roby, T. (2010). Identity, Efficacy, and Inclusion in the Classroom through Digital Storytelling. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1179-1182). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from https://www.learntechlib.org/primary/p/33515/.
© 2010 Association for the Advancement of Computing in Education (AACE)
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