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

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Roby, T. (2010). Identity, Efficacy, and Inclusion in the Classroom through Digital Storytelling. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1179-1182). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33515.

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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

Teshia Roby, California State Polytechnic University, Pomona, USA

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.

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• Effects of Writing for Digital Storytelling on Writing Self-Efficacy and Flow in Virtual Worlds
• An action research: When Digital Storytelling meets forensic science education in an online learning environment
• Emphasizing Academic Rigor, Production Value, and the Storytelling of Digital Video Narratives
• Storytelling as a Strategy for Integrating Technologies into the Curriculum: An Empirical Study with Post-Graduate Teachers

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