Abstract
This chapter will present a model of a digital storytelling project that is designed to help language teachers experience what their students would go through in the digital storytelling process. The model will give teachers an opportunity to reflect on the experience and plan for the implementation of the digital storytelling in their teachings. The chapter discusses concepts of new literacy, semiotics, and technology for language learning, and importance of teacher perspectives in relation to the presented model. The discussion also reminds readers that the ultimate goal of the teacher digital storytelling project is to support authentic and meaningful learning of their students, including English language learners (ELLs) and bilingual students. The digital storytelling approach is used to acknowledge diversity and promote culturally responsive teaching in a language class. Reading, writing, and sharing personal narratives in the digital storytelling offer opportunities to ELLs or bilingual students to understand the context, make voices, and contribute to a learning community.
Reference72 articles.
1. Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts
2. The use of web 2.0 technology tools and beyond in enhancing task based language learning: A case study.;N.Annamalai;English Teaching,2019
3. Baker, E. (2010). New literacies: Multiple perspectives on research and practice. https://ebookcentral-proquest-com.rdas-proxy.mercy.edu
4. Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education
5. Bifuh-Ambe, E. (2013). Developing successful writing teachers: Outcomes of professional development exploring teachers' perceptions of themselves as writers and writing teachers and their students' attitudes and abilities to write across the curriculum. English Teaching, 12(3), 137. http://rdas-proxy.mercy.edu:2048/login?url=https://search-proquest-com.rdas-proxy.mercy.edu/docview/1550053513?accountid=12387