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Record Nr. |
UNINA9910468235403321 |
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Autore |
Towndrow Phillip Alexander |
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Titolo |
Digital storytelling for educative purposes : providing an evidence-base for classroom practice / / Phillip Alexander Towndrow, Galyna Kogut |
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Pubbl/distr/stampa |
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Singapore : , : Springer, , [2020] |
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©2020 |
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ISBN |
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Edizione |
[1st ed. 2020.] |
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Descrizione fisica |
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1 online resource (XIII, 226 p. 192 illus., 181 illus. in color.) |
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Collana |
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Studies in Singapore Education: Research, Innovation & Practice, , 2730-9762 ; ; 1 |
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Disciplina |
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Soggetti |
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Digital storytelling |
Literacy |
Educational technology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Part A: The Educative Purposes of Digital Storytelling in Schools -- Chapter 1: Towards a Pedagogy Of Digital Storytelling -- Chapter 2: The Study and an Analytical Framework for Understanding Digital Storytelling in Schools -- Part B: Evidence Base—Illustrative Case Studies and Critical Incidents -- Chapter 3: Anna -- Chapter 4: Alice -- Chapter 5: Betty -- Chapter 6: Pauline -- Chapter 7: Daniel -- Chapter 8: Nelly -- Chapter 9: James -- Chapter 10: Tommy -- Chapter 11: The Teacher’s Story -- Part C: Digital Storytelling in Classrooms -- Chapter 12: Pulling It All Together -- Chapter 13: Conclusion. |
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Sommario/riassunto |
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This book is an exposition of a curriculum innovation within the complex yet fertile ground of school-based education in Singapore. Beyond straightforward descriptions and protocols, this book purposefully connects classroom practices with theories in a clear, uncomplicated way. The result provides a series of rationales for action, reflection and understanding that other publications in digital storytelling fail to cover or explain in sufficient detail. Broadly, these include digital multimodal authorship; teachers’ and students’ storytelling task design and assessment; the use of digital storytelling as a reflective and reflexive expression of teachers’ professionalism; and dialogism in classroom practice. |
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