Abstract
Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the learning environment and educational prospects. However, one of the challenges of practitioners and researchers is preparing learners with the required skills for the effective use of modern technology in the process of learning. Researchers proposed that a combination of societal constructivism and technology-integrated learning is crucial for obtaining and accomplishing present-day academic goals. The present paper highlights the significance and intricacy of modern technology, specifically digital storytelling (DST), in education. It elaborates the most salient aspects of DST application in language education, considering phases and elements of effective digital stories, steps of composing a digital story, and a critical description on the implementation of DST and fosterage of academic performance.
Highlights
Advances of modern technology in education, in language education, result in a large amount of easy-access recourses, knowledge, and information to language learners [1] (p. 59).one of the most challenging facets of this technology adoption for the teachers, practitioners and researchers is preparing learners with the required skills for effective use of modern technologies in their process of learning
Researchers proposed that a combination of societal constructivism and technology-integrated learning is crucial for obtaining and accomplishing present-day academic goals [2,3]
The implementation of new technology involves a number of stages, beginning with basic and fundamental awareness, and creates functional dimensions of administrative policy and maintenance, which leads to positive outcomes [21]
Summary
One of the most challenging facets of this technology adoption for the teachers, practitioners and researchers is preparing learners with the required skills for effective use of modern technologies in their process of learning. The principles of social constructivist emphasize on the significance of learners’ effort and collaboration in utilizing the available learning activities, resources, and tools within the authentic and natural setting in constructing concepts, beliefs, and ideas [4]. Because modern technological devices are considered to be fundamental educational tools that have significant role in facilitating the construction of students’ knowledge, many researchers [6,7,8] have suggested the integration of information and communication technology (ICT) according to a theory called social constructivist
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