Digital Storytelling: Bridging Traditional and Digital Literacies
Ledong Li, Oakland University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The purpose of the study is to develop and use innovative instruction approach in higher education. Based on the National Educational Technology Standards, this research project is aimed to help pre-service and in-service teachers integrate digital technologies into education, and find effective ways to balance traditional and digital learning environment. Participants in this study are undergraduate students (N=20) and graduate students (N=20) in the teacher preparation program from a mid-western American university. Participants learn how to use appropriate technological tools to create digital stories, reflecting on their understanding and perspectives on how technology can be effectively used to enhance learning of traditional and new literacies. The findings add to the understanding of how a variety of technology-based experiences can expand and enhance what is happening in today and tomorrow's classrooms, and help learners develop useful and flexible learning skills during a transition period of technology applications in education.
Li, L. (2007). Digital Storytelling: Bridging Traditional and Digital Literacies. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6201-6206). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 23, 2019 from https://www.learntechlib.org/primary/p/26774/.
© 2007 Association for the Advancement of Computing in Education (AACE)
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Pelin Yuksel, Middle East Technical University, Turkey; Bernard Robin & Sara McNeil, University of Houston, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1264–1271
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