From Dewey to Digital: Design-Based Research for Deeper Reflection Through Digital Storytelling
Thompson Long and Hall focus on the design of digital storytelling to augment reflective practice among our pre-service teachers. Second-order levels of reflection, coupled with the use of digital storytelling as critical incident analysis, enhanced students’ capacity for deep reflection on their learning from practice and placement experience in schools. The methodology of design-based research, chosen because it is a reflective approach, was well suited to the iterative design of innovations with technology-enhanced learning. In addition to illustrating successful implementation of digital storytelling for reflection, the authors also describe the R-NEST design model which others can use to develop digital storytelling to enhance reflection in teaching.
KeywordsStudent Teacher Teacher Education Programme Critical Incident Reflective Practice Reflective Process
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