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Digital storytelling: Empowering prospective teachers’ voices as future educators PROCEEDINGS

, Oakland University, United States ; , Grand Valley State University, United States ; , Oakland University, Rochester, MI, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Prospective teachers, for many reasons, have produced portfolios in various forms. Traditionally, portfolios reflected reactions to prescribed standards instituted by outside agencies. This prescribed content does little to allow a district selection committee to gain a picture of the uniqueness, character, and qualities of a teacher candidate. Hidden among the clutter of a paper portfolio or the slickness of an electronic portfolio, the candidates may all become common ground. Our study uses a narrative inquiry methodology to investigate the processes that participants employed to complete a digital story of their preparation, philosophy, and self-efficacy of becoming a teacher. Using imagery and their own voice, participants tell their story of their commitment to teaching, compiling the media with a common movie production application.

Citation

Morehead, P., LaBeau, B. & Li, L. (2007). Digital storytelling: Empowering prospective teachers’ voices as future educators. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 634-635). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2017 from .