Abstract
Although video sharing is common among youth, schools are only beginning to apply digital videos and digital storytelling to formal learning. This paper presents pedagogical models, examples, best practices, and outcomes that illustrate how teachers and students design and use digital stories in knowledge creation in cross-cultural settings. The results are based on the empirical data and findings from several international pilot studies. On the one hand, working with digital video stories drove engagement. However, on the other hand, technical issues significantly lowered engagement. In addition, the video inquiry pedagogy supported inquiry learning. Students began to pose scientifically oriented questions and seek answers together.
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