You are here:

Identity, Efficacy, and Inclusion in the Classroom through Digital Storytelling
PROCEEDINGS

, 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

Abstract

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.

Citation

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 December 16, 2018 from .

Keywords

View References & Citations Map

References

  1. Caruthers, L. (2005) The unfinished agenda of school desegregation: Using storytelling to deconstruct the dangerous memories of the American mind, Educational Studies: A Journal of the American Educational Studies Association, 37 (1), 24-40.
  2. Colombo, G., Lisle, B., & Mano, S. (1997). Framework: Culture, Storytelling and College Writing. Boston, Mass.: Bedford Books.
  3. Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103-122.
  4. Fernandez, L. (2002). Telling stories about school: Using critical race and Latino critical theories to document Latina/ Latino education and resistance. Qualitative Inquiry, 8(1), 45-65.
  5. Golash-Boza, T., & Darity, W.A. (2008). Latino Racial Choices. Ethnic and Racial Studies, 31(5), 899-934.
  6. Harris, R. (2007). Blending narratives: A storytelling strategy for social studies. The Social Studies, 111-115.
  7. Klerfelt, A. (2004). Ban the computer or make it a storytelling machine– Bridging the gap between the children’s media culture and preschool. Scandinavian Journal of Educational Research, 48, 1, 73-93.
  8. Larson, C.L. (1997). Re-presenting the subject: Problems in personal narrative inquiry. Qualitative Studies in Education, 10(4), 455–470.
  9. Perry, J.C., Vance, K.S., & Helms, J.E. (2009). Using the People of Color Racial Identity Attitude Scale among Asian American college students: An exploratory factor analysis. American Journal of Orthopsychiatry, 2, 252-260.
  10. Reason, P. And Hawkins, P. (1988). 'Storytelling as inquiry' in P R. (ed.). Inquiry in Action (pp. 79-101). Newbury Park, CA:
  11. Speaker, K., Taylor, D., & Kamen, R. (2004). Storytelling: Enhancing language acquisition in young children. Education, 125(1), 3-13.
  12. Kay, R. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 4, 383-408.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides