The changing face of digital: "Once upon a time…” & the power of storytelling
Changing pedagogies & practices with digital storytelling
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Transcript of Changing pedagogies & practices with digital storytelling
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CHANGING PEDAGOGIES & PRACTICES27.8.2017 1storytelling&practices vivitsou&niemi&kallunki
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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
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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
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STORYTELLING & TECHNOLOGY
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Holistic way of learning
& engagement
in collaborative
work
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STORYTELLING & TECHNOLOGY
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The young
students as
participants
in classroom
practice
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TYPES OF DIGITAL STORIES
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DIGITAL STORYTELLING IN PRACTICE
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https://edvisto.com/story/dry7KamA
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1story
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DEVELOPING MULTIPLE LITERACIES
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speech
writing
language
role play
collaboration
problem solving
still image
video
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TEACHERS’ PRACTICES WITH TECHNOLOGIES
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• 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
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JOINT RESEARCH IN HU & PKU
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THE FOCUS OF THIS STUDY
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Interviews & observations
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QUESTIONS SEEKING RESPONSE
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What agentic orientations emerge when teachers integrate digital storytelling in the classroom practices?
In what ways do they support student work in digital storytelling?
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RQ1: FINDINGS
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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
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RQ2: COLLABORATION IN DIGITAL STORYTELLING
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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
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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
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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
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LEARNING & DEVELOPMENT WITH DIGITAL STORIES
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Student-driven knowledge building
Subject matter content learning
Digital literacy
Collaborative knowledge building
Networking & language & science literacies
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RESEARCH & DISSEMINATION
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THANK YOU FOR YOUR ATTENTION!
TECHNOLOGY IS ABOUT A GOOD STORY
NARRATIVE IS ABOUT A POWERFUL STORY