Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection

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Renda, C. (2010). Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1165-1170). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33513.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Author

Chris Renda, University of Colorado Denver, USA

Abstract

Traditionally, teachers have used journals to reflect on their practice. In recent years, the more complex narrative tool of digital storytelling has emerged as a possible medium for reflection and deep learning. In this exploratory study, journal entries and digital stories from five teachers were analyzed to determine whether digital story content and associated inferences can afford richer, more meaningful insights into the process of teacher growth than journal entries alone. The journals and stories were analyzed for emerging themes using constant comparative analyses and for depth of reflection using a refection framework derived from the literature. Results indicate that digital storytelling was an effective vehicle for helping study participants to frame experiences that were important to them and that using multiple modes of reflection, such as digital storytelling along with journals, could encourage deeper and more substantive reflection by teachers than using a single mode of reflection.

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