Using of Digital Storytelling in the Teaching of History

Author:

Abstract

The paper presents the results of an empirical study in which students (N=41) made digital stories in history classes in two different age groups. The aims of using digital storytelling in history classes were, on the one hand, to find and use relevant written and visual sources, and on the other hand, to create a personal connection to a historical person or event. The purposes of the research were (1) to clarify the conditions of applying digital storytelling in history classrooms in lower and upper secondary school levels and (2) to measure the impact of it on students’ learning competencies. The teachers wrote case studies, and students wrote learning diaries about their educational experiences. Students’ reading, writing, and listening skills were measured with pre- and post-tests. Throughout the project, the active involvement of students, their own learning activities, and creativity with digital tools were observed. We have found that the method creates a link between generations. Meanwhile, core competencies such as reading and writing were developed. The didactic limitations of using digital storytelling could be traced back to the lack of time, digital equipment and rooms.

Publisher

Technical University of Liberec

Subject

General Earth and Planetary Sciences,General Environmental Science

Reference35 articles.

1. ABDOLMANAFI-ROKNI, Seyed Jalal & QUARAJEH, Masoud, 2014. Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance. International Journal of Language and Linguistics, 2(4), pp. 252-257. Available at: https://doi.org/10.11648/j.ijll.20140204.12. ISSN 2330-0221.

2. BELINSZKI, Bálint, SZEPESI, Ildikó, TAKÁCSNÉ KÁRÁSZ, Judith & VADÁSZ, Csaba, 2020. Országos kompetenciamérés. Országos Jelentés 2019. Oktatási Hivatal. Available at: https://www.oktatas.hu/pub_bin/dload/kozoktatas/meresek/ orszmer2019/Orszagos_jelentes_2019.pdf.

3. BELL, Johnny, CARLAND, Rebeca, FRASER, Peg & THOMSON, Alistair, 2016. History Is a Conversation: Teaching Student Historians through Making Digital Histories. History Australia. 13(3), pp. 415-430. ISSN 1833-4881.

4. BOU-FRANCH, Patricia, 2012. Multimodal Discourse Strategies of Factuality and Subjectivity in Educational Digital Storytelling. Digital Education Review. 22(1), pp. 80-91. ISSN 2013-9144.

5. CLARKE, Robert & ADAM, Andrea, 2010. Digital Storytelling in Australia: Academic Perspectives and Reflections. Arts and Humanities in Higher Education. 11(1-2), pp. 157-176. ISSN 1474-0222.

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