Abstract
As an engaging learning strategy, digital storytelling provides students opportunities for developing competencies as they immerse themselves in a meaningful learning experience. The study presented in this article explored the potential of digital storytelling as an instrument for the promotion of historical understanding. Thirty first-year teacher education students, who were divided into eight groups, participated in a digital storytelling project that required them to produce their own digital stories. The project was designed as an 8-week activity, which consisted of activities that guided them throughout the pre-production, production, and post-production phases. After the final week of the project, the students participated in focus group discussions. Aside from the focus group responses, data were also obtained from their reflection journal entries and digital stories. The qualitative data were subjected to thematic network analysis, surfacing six organising themes, namely historical significance, historical imagination, perspective taking, continuity, historical emphasis, and values and traits identification. These findings suggest specific courses of action for integrating technology in a history classroom.
Highlights
The full implementation of the new general education curriculum (GEC) in 2018 represents a paradigm shift in Philippine higher education
The analysis of the qualitative data gathered from the analysis of focus group interviews, reflection entries and digital stories initially resulted in the identification of the most commonly occurring words, which were visualised through a word cloud (F igure 1)
The present study set out to determine the manner by which college students enrolled in a Philippine history course dealt with the sources of historical information
Summary
The full implementation of the new general education curriculum (GEC) in 2018 represents a paradigm shift in Philippine higher education. By putting greater emphasis on addressing the demands of 21st-century learning, the new GEC exposes students to learn opportunities that would harness their intellectual competencies, personal and civic responsibilities and practical skills (Commission on Higher Education [CHED] 2013). Among the identified competencies-based outcomes is the application of information technology to facilitate effective communication, learning and research (CHED 2013). This allows for learning opportunities that engage students in a meaningful learning experience. Meaningful technology integration pertains to the successful implementation of authentic tasks aimed at purposeful construction of meanings
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