Crossing Boundaries with Technology
This publication will introduce how two different countries promote high quality learning with technology in very different educational systems. The book opens inspiring scenarios how new technological tools and services can be used for promoting students’ learning in schools and higher education, enhancing collaboration in educational communities and supporting teachers’ professional development. The publication focuses on three major themes: Students as knowledge and art creators in playful learning systems, personalized learning supported by mobiles and intelligent tutoring systems with games and new web-based tools identifying learning difficulties, and technology in digitalized learning environments. The book is based on systematic research work in universities.
Student-driven knowledge creation through digital storytelling (Marianna Vivitsou / Veera Kallunki / Hannele Niemi / Johanna Penttilä / Vilhelmiina Harju)
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Marianna Vivitsou, Veera Kallunki, Hannele Niemi, Johanna Penttilä & Vilhelmiina Harju
University of Helsinki
Student-driven knowledge creation through digital storytelling
Abstract This chapter offers insights into digital storytelling as a pedagogical method that allows teachers’ practices and students’ learning to meet the needs and requirements of 21st century skills by making student-driven knowledge creation in school possible. Through this lens, the study views digital stories as student-generated artifacts that recount single or multiple events. In this way, the stories mediate knowledge creation within a context of multimodality where digital and traditional literacies blend together to spark the production of meaningful outcomes. The study builds on the global sharing pedagogy (GSP) theoretical model that places the focus of interest on learners. The primary objective of the model is to provide a conceptual frame of factors which are related to 21st century skills and interactions for improved student engagement in learning. Digital storytelling is a pedagogical method that triggers such student engagement. The study is based on student interviews and the analysis of the content of student-generated digital stories. The data was collected during the implementation of two experimental research projects. According to the results, stories can be divided into three main types depending on the underlying teaching approach. One type involves subject-based digital stories, the second centers upon interdisciplinary stories, and the third is about student-initiated stories. Also, the findings of the study indicate that the digital storytelling experience had an impact...
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