Changing pedagogies & practices with digital storytelling

Käyttäytymistieteellinen tiedekunta

CHANGING PEDAGOGIES & PRACTICES27.8.2017 1storytelling&practices vivitsou&niemi&kallunki


A study from teachers’ perspective

CHANGING PEDAGOGIES & PRACTICES WITH DIGITAL STORYTELLING

27.8.2017storytelling&practices vivitsou&niemi&kallunki 2

Marianna Vivitsou & Hannele Niemi & Veera KallunkiCICERO Learning, University of Helsinki


DIGITAL STORYTELLING @CICERO

Teachers & professional practices

Students and use of technology to build ideas, to ask questions, to experiment

Offering recommendationsfor future schools, 21st century literacies, competences and skills

Publishing research findings in international fora

27.8.2017 3storytelling&practices vivitsou&niemi&kallunki


STORYTELLING & TECHNOLOGY


Holistic way of learning

& engagement

in collaborative

work


STORYTELLING & TECHNOLOGY


The young

students as

participants

in classroom

practice


TYPES OF DIGITAL STORIES



DIGITAL STORYTELLING IN PRACTICE


https://edvisto.com/story/dry7KamA

7 scenes=

00:28+

00:13+

00:22+

00:41+

00:51+

00:27+

00:34=

1story


DEVELOPING MULTIPLE LITERACIES


speech

writing

language

role play

collaboration

problem solving

still image

video


TEACHERS’ PRACTICES WITH TECHNOLOGIES


• Agentic practices online in storytelling with digital technologies • Building agentic practices as third space in the digital world

• Common ‘language’ – setting up shared spaces‒ Teaching how to edit digital stories

‒ Sharing on a web-based platform

• The imagined connected peer ‒ Constructing plurilingual/multicultural identities

• The student as computer/technology prod-user ‒ Content reshape & remix

‒ Shareability, spreadability & ownership of content


JOINT RESEARCH IN HU & PKU



THE FOCUS OF THIS STUDY


Interviews & observations


QUESTIONS SEEKING RESPONSE


What agentic orientations emerge when teachers integrate digital storytelling in the classroom practices?

In what ways do they support student work in digital storytelling?


RQ1: FINDINGS


Sense of audience

TarjaShe is closer to retirement and a late adopter of technology. Tarja chooses to get involved with digital storytelling after being informed by her colleague Marjo. Being part of a project that involves digital technologies and storytelling is a way for her to keep up to date with technological developments and new teaching methods. Digital storytelling is also an opportunity for international collaboration, with teachers and students from a primary school in Beijing, China. Tarja uses two powerful metaphors to address herself as a teacher. She sees herself as a constructivist (i.e., an indication of iterative thinking and reference to her own training background). Being a constructivist she is committed to finding ways to open up pathways for students to draw connection and build knowledge. As a result, she chooses storytelling, like a ‘magician in a theatre or a circus’ is always in search for approaches in order to make students’ thinking visible.

Temporal agentic orientation

Authoring the narrative in digital storytelling


RQ2: COLLABORATION IN DIGITAL STORYTELLING


Teacher works with individual student

Teacher works with groups of students

Students work individually

Students work with peers

Teachers work with researchers & teachers

structure problematize


CHOICES & THE DIGITAL WORLD

More years of work, less

technology expert

Less years of work, less

technology expert

Less years of work, more

technology expert

approach connect classrooms

less adv. students

student work-together

equality less adv. students

freer learning

natural space material



DISCUSSION ORIENTATIONS AND PRACTICES

In relation to time (Iterative)

• Approaches • Storyline structure • Repurposing internet-based content

Teachers’ professional work & development

• production culture • the storytelling itself

Teacher collaboration needed for organizational change to accommodate multiculturality & diversity in society

Need for plurilingualism& student identity construction as author, narrator & computer user



LEARNING & DEVELOPMENT WITH DIGITAL STORIES


Student-driven knowledge building

Subject matter content learning

Digital literacy

Collaborative knowledge building

Networking & language & science literacies


RESEARCH & DISSEMINATION


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THANK YOU FOR YOUR ATTENTION!

TECHNOLOGY IS ABOUT A GOOD STORY

NARRATIVE IS ABOUT A POWERFUL STORY

Education

Changing pedagogies & practices with digital storytelling