Opus in the Classroom: Striking CoRDS with Content-Related Digital Storytelling

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Roby, T. (2010). Opus in the Classroom: Striking CoRDS with Content-Related Digital Storytelling. Contemporary Issues in Technology and Teacher Education, 10(1), 133-144. AACE.
Retrieved from http://www.editlib.org/p/32348.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 10, Issue 1, March 2010
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Author

Teshia Roby, California State Polytechnic University Pomona, United States

Abstract

Writing personal narratives provides students with additional techniques for making deeper connections to subject matter. Content-related narrative development offers a departure from the traditional methods of teaching and learning and enables students to construe meaning individually and make deeper connections with subject matter content. By purposefully integrating storytelling into the curriculum, teachers promote academic- and self-efficacy, empowerment, and community-building opportunities and advance their own professional development. 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. When creative works that result from the CoRDS process are shared, they become authentic, reusable classroom artifacts.

Keywords

• Standards
• Classrooms
• Schools
• Communication
• Community
• Creativity
• Culture
• Personality
• Students
• Teachers
• Cognition
• Curriculum
• Educational Technology
• Inclusive Education
• Instructional Design
• Instructional Materials
• Integration
• Interaction
• Literacy
• Multicultural Education
• Preservice Teacher Education
• Professional Development
• Teaching Methods
• Computers
• Internet
• Multimedia
• Video

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