Digital Storytelling and Reflective Assessment

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Blocher, M. (2008). Digital Storytelling and Reflective Assessment. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 892-901). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27286.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Michael Blocher, Northern Arizona University, United States

Abstract

Digital Storytelling has been defined in many ways. One way is to allow students the opportunity to utilize movie creation and audio editing software craft a digital story that requires them to organize information, write, and utilize technology, but most importantly have them reflect on their learning experience. This paper describes how Digital Storytelling is broadly defined nationally and specifically how it's being used in the College of Education at Northern Arizona University as a way to engage pre-service teachers in a reflective activity for their own learning but also as a possible performance assessment of students' attitudes and dispositions in their passage through their teacher preparation program for NCATE Accreditation.

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• A Multilevel Approach to Using Digital Storytelling in the Classroom
• DIGITAL STORYTELLING: Engaging, Communicating, and Collaborating
• Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection
• Facing Your Selves: The Effects of Digital Storytelling on Teacher Education
• Storytelling in Higher Education: a Theory of Reflection on Practice to support Deep Learning

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