Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

Autor/in	Robin, Bernard R.
Titel	Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom
Quelle	In: Theory Into Practice, 47 (2008) 3, S.220-228 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Computer Assisted Instruction; Classroom Environment; Pedagogical Content Knowledge; Story Telling; Technological Literacy; Internet; Elementary Secondary Education; Teacher Student Relationship; Web Sites; Personal Narratives; Technology Uses in Education; Academic Achievement; Technology Integration; Computer Software; Scores; Higher Education + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Klassenklima; Unterrichtsklima; Pädagogische Kompetenz; Technisches Wissen; Teacher student relationships; Lehrer-Schüler-Beziehung; Web-Design; Erlebniserzählung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10