Digital storytelling in early childhood education and care: teacher training in the STORIES project
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Published
Jul 30, 2018
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Abstract
The key themes addressed by the Erasmus Plus STORIES project (2015-2018) are the promotion of media literacy practices in early childhood education and teachers’ professional development in media education. One of the main outcomes already achieved is a training course on digital storytelling in early childhood education. Dedicated to in-service preschool teachers, the course was provided in the four countries involved in the project: Italy, Finland, Germany and Turkey. The course was designed to address all the components foreseen in the TPACK model. The paper explores the training course structure, the key contents and the activities implemented.
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Column "Projects"
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References
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Bertolini, C., & Contini, A. (2018). Digital storytelling for education. Theories and good practices in preschool. Roma, IT: Aracne.
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Di Blas, N., Paolini, P., & Torrebruno, A. (2010). Digital storytelling at school. Does the TPCK model explain what’s going on? In J. Sanchez & K. Zhang (eds.) Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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Jenkins, H. (2006). Convergence culture: where old and new media collide. New York, NY: New York University Press.
Karlsson, L. (2013). Storycrafting method – to share, participate, tell and listen in practice and research. The European Journal of Social & Behavioural Sciences, 6(3), 1109-1117. doi: 10.15405/ejsbs.88
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?.Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Ohler J. (2008), Digital storytelling in the classroom. Thousand Oaks, CA: Corwin Press.
Petrucco, C., & De Rossi, M. (2009), Narrare con il digital storytelling a scuola e nelle organizzazioni. Roma, IT: Carocci.
Stein, N. L., & Albro, E. R. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. In M. Bamberg (Ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: Lawrence Erlbaum Associates.
Yuksel, P. (2011). Using Digital Storytelling in Early Childhood Education: A Phenomenological Study of Teachers’ Experiences. Ph.D. thesis, Middle East Technical University Institute of Education Sciences, Ankara. Retrieved from http://etd.lib.metu.edu.tr/upload/12613502/index.pdf
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Bertolini, C., & Contini, A. (2018). Digital storytelling for education. Theories and good practices in preschool. Roma, IT: Aracne.
Bondioli, A., & Savio D. (2004). Ludus in Fabula. Per una pedagogia del narrare infantile. Bergamo, IT: Junior.
Boase, C. (2013). Digital Storytelling for reflection and engagement: a study of the uses and potential of digital storytelling. Retrieved from https://gjamissen.files.wordpress.com
Bruner, J. (1991). The narrative construction of reality. Critical Enquiry, 18(1), 1–21.
Buckingham, D. (2003). Media Education: literacy, learning and contemporary culture. Cambridge, UK: Polity.
De Rossi, M., & Petrucco, C. (2013). Le narrazioni digitali per l’educazione e la formazione. Roma, IT: Carocci.
De Rossi, M., & Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Roma, IT: Carocci.
Dezuanni, M. (2015). The building blocks of digital media literacy: socio-material participation and production of media knowledge. Journal of Curriculum Studies, 47(3), 416–439. doi: 10.1080/00220272.2014.966152
Di Blas, N. (2016). Storytelling digitale a scuola. Santarcangelo di Romagna, IT: Maggioli.
Di Blas, N., Paolini, P., & Torrebruno, A. (2010). Digital storytelling at school. Does the TPCK model explain what’s going on? In J. Sanchez & K. Zhang (eds.) Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Fleer, M. (2013). Theorising play in the early years. New York, NY: Cambridge University Press.
Glenn, C. G., & Stein, N. (1980). Syntactic structures and real world themes in stories generated by children. Urbana, IL: University of Illinois Center for the Study of Reading.
Jenkins, H. (2006). Convergence culture: where old and new media collide. New York, NY: New York University Press.
Karlsson, L. (2013). Storycrafting method – to share, participate, tell and listen in practice and research. The European Journal of Social & Behavioural Sciences, 6(3), 1109-1117. doi: 10.15405/ejsbs.88
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?.Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Ohler J. (2008), Digital storytelling in the classroom. Thousand Oaks, CA: Corwin Press.
Petrucco, C., & De Rossi, M. (2009), Narrare con il digital storytelling a scuola e nelle organizzazioni. Roma, IT: Carocci.
Stein, N. L., & Albro, E. R. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. In M. Bamberg (Ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: Lawrence Erlbaum Associates.
Yuksel, P. (2011). Using Digital Storytelling in Early Childhood Education: A Phenomenological Study of Teachers’ Experiences. Ph.D. thesis, Middle East Technical University Institute of Education Sciences, Ankara. Retrieved from http://etd.lib.metu.edu.tr/upload/12613502/index.pdf
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). Thousand Oaks, CA: SAGE Publications.