Abstract

Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively introduce a new and useful technology known as Instructional Digital Storytelling (IDS), guided by the Technological, Pedagogical and Content framework (TPACK) developed by Mishra and Koehler [1]. It illustrates how, through narrative inquiry, teacher experience of both the creation and use of Digital Storytelling for instructional purpose in a Secondary School setting, highlighted challenges, rewards, accelerated learning and developed a community of practice across subject disciplines. The focus is on the reconstruction of the experience of creating a Digital Story on four levels: a) Internal structures of blending voice over, imagery and sound to create a successful IDS; b) Experience of challenges and negotiations in crafting the story; c) Experience of sharing with students; d) Recognition of themes and patterns which may have emerged among the participants.

Highlights

  • This Paper is based on research carried out with four Irish Post-Primary school teachers who were invited to integrate a new technology known as Instructional Digital Storytelling (IDS) into their pedagogy

  • The content knowledge (CK) is storied; the art of creating the story requires pedagogy knowledge (PK); the storied content requires an understanding of the intersection of PCK; the addition of images and sound necessitates technology knowledge (TK); the knitting together of technology and content develop TCK and the images and sound enhance the pedagogical art of storying TPK

  • Sharing of experiences inspired Iosef to suggest he would create an IDS with a story plot for senior students, Maeve has been inspired to develop a series of IDS and while Fintan and Louk do not plan to continue unless they are allocated time to do so, they found it a rewarding and enjoyable experience. This Paper has illustrated how links between a community of practice and student learning can be generated in a school setting

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Summary

Introduction

This Paper is based on research carried out with four Irish Post-Primary school teachers who were invited to integrate a new technology known as Instructional Digital Storytelling (IDS) into their pedagogy. As a practitioner, based in the same school as the four participating teachers, I was developing a form of continual professional development by initiating and engaging other teachers in a structured inquiry which involved learning about, developing and implementing technology in a meaningful way in their classrooms. It involved integrating technology with a story which could either be used to introduce or explain a concept, solve a problem, illustrate an example or inspire students

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