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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

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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 December 8, 2019 from .

References

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