Emphasizing Academic Rigor, Production Value, and the Storytelling of Digital Video Narratives
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Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
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Table of Contents
Digital video in education is still an emerging field of both practice and research. It has become rapidly apparent that the quality of student-produced digital videos is consistently lacking in one are more areas. In particular, videos lack in quality and quantity of academic content, production value, and quality of story. We therefore contend that three areas of emphasis of digital video narratives are important, these three areas being 1) academic rigor, 2) production value, and 3) storytelling. In this paper we discuss each area in detail and close with an explanation of the author’s Thirteen Elements of Digital Narratives and how these elements are tied to each of the three areas.
Molebash, P. & Ochsner, L. (2010). Emphasizing Academic Rigor, Production Value, and the Storytelling of Digital Video Narratives. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1147-1152). Chesapeake, VA: AACE. Retrieved December 5, 2013 from http://www.editlib.org/p/33510.
- Digital Storytelling as Narrative Pedagogy
- The Educational Uses of Digital Storytelling
- Digital Storytelling and Reflective Assessment
- Digital Storytelling by Future Teachers: “Tegami (A Letter to Myself)”
- Digital Storytelling and its Practical Usages as a Dissemination Tool
- Digital Storytelling: Self-Efficacy and Digital Literacy
- Researching and Evaluating Digital Storytelling as a Deep Learning Tool
- A Multilevel Approach to Using Digital Storytelling in the Classroom
- Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection
- Storytelling as a Strategy for Integrating Technologies into the Curriculum: An Empirical Study with Post-Graduate Teachers
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