Abstract
It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children’s literature as well as use digital storytelling as a tool for reflective practice in teacher education.
Highlights
There is an art to storytelling in the literature classroom and teachers often unfold the stories from the beginning to the end to engage their students’ attention in listening to the stories
According to Sadalla and Larocca, the video recording is suitable for studying complex phenomena such as teaching practice, full of liveliness and dynamism, which is influenced by several variables simultaneously
The video can be replayed many times to look for patterns in the data and this instrument was important as the researcher wanted to see the crafts of storytelling the pre-service teachers (PSTs) employ during her digital storytelling
Summary
There is an art to storytelling in the literature classroom and teachers often unfold the stories from the beginning to the end to engage their students’ attention in listening to the stories. Regardless of the teachers’ experiences and enthusiasm in their teaching profession, the technology has gradually replaced the focus of the young ones and they are technology savvy. The traditional teaching method in the classroom could no longer hold their attention and teachers need to resort to different teaching methods in the teaching and learning process to engage their students’ learning. Since technology has played an important role in students’ life and students are diverse in their learning styles, this study advocates the use of digital storytelling as a tool to help teachers reflect on their practice so that they could teach literature in an optimum way
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