Abstract
With a shift in moving towards the 4th industrial revolution, digital storytelling has been identified as a novel way of facilitating teaching and learning. This paper will be aimed at offering an understanding of the experience and perspective of occupational therapy students in using digital storytelling as a reflective tool as an assignment as part of their undergraduate and masters occupational therapy curriculum at a university in South Africa. A descriptive qualitative study was undertaken, and five participants were purposively recruited. Individual semistructured interviews were conducted as well as a focus group with participants. An inductive analysis revealed two themes: Reflections on relevance within the occupational therapy curriculum and Is technology the new direction? The findings conclude that digital storytelling as a medium to showcase reflections on identifying formation was an innovative and novel way of documenting the reflective experiences of occupational therapy students.
Highlights
Digital storytelling is a concept that was created in the late 1980s by Joe Lambert and Dana Atchley who were the cofounders of the Center for Digital Storytelling (CDS)
The findings revealed that the institutional policy of the University of Technology (UoT) can be considered technocratic policy as it is said to create the illusion that technology is being successfully integrated into the practice of education
Participants were purposively [16] selected from University of Cape Town (UCT)’s Division of Occupational Therapy based on the following selection criteria: students who must be within the Division of occupational therapy (OT) at the Faculty of Health Sciences (UCT) and students who have used digital storytelling as a reflective tool for one of the courses offered within the OT curriculum and can either be third year or master’s OT students
Summary
Digital storytelling is a concept that was created in the late 1980s by Joe Lambert and Dana Atchley who were the cofounders of the Center for Digital Storytelling (CDS). According to Lisenbee and Ford [1], digital storytelling is defined as making use of various technological tools, such as an interactive whiteboard (SMARTboard), computer, cellular phone, or tablet to share narratives, images, and experiences in a multimedia form. Digital storytelling in the learning context can harness critical thinking and problem solving skills, collaboration with others, and opportunities to allow the students to use their personal creativity and theoretical knowledge to narrate their own experiences [1]. The purpose of LeFrance and Blizzard [5] study was to examine and explore the perceptions students have of storytelling as a pedagogical tool to allow engagement in meaningful selfreflection and understanding the theories through the process of reflection. Lisenbee and Ford [1] stated that digital storytelling gives students the opportunity to make authentic
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
