Digital Stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism
Digital Stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism
Storytelling is a powerful means of expression especially for voices that may be difficult to hear or represent in typical ways. This paper reports and reflects on our experiences of co-creating digital stories with school practitioners in a project focusing on embedding innovative technologies for children on the autism spectrum in classroom practice. The digital stories were short films or narrated sequences of slides and images that conveyed key views about experiences and practices with or around the technologies. The creation of the digital stories aimed to empower schools and individual teachers to construct and share their own authentic narratives and to build case examples of creative technology-enhanced teaching and learning. Through focusing on our experiences with one of the schools, we examine the use of digital stories as a method for enabling knowledge co-creation with practitioners and we discuss the evidential potential of digital stories. We argue that the co-creation of digital stories enabled teachers to find their voice in critiquing the usability, usefulness, efficacy and flexibility of the technologies. Furthermore, the stories, both the process of their creation and the final artefacts, provided a concrete grounding for knowledge co-creation about teaching practices and authentic Technology Enhanced Learning.
247-271
Parsons, Sarah
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Guldberg, Karen
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Porayska-Pomsta, Kaśka
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Lee, Rachael
4cf482aa-c0fb-444d-a53d-af2c9d3d2176
1 May 2015
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Guldberg, Karen
9f6c5550-254c-47be-9a21-4d088aad7881
Porayska-Pomsta, Kaśka
d3d89f3b-5d38-49b3-bece-7938990d1b33
Lee, Rachael
4cf482aa-c0fb-444d-a53d-af2c9d3d2176
Parsons, Sarah, Guldberg, Karen, Porayska-Pomsta, Kaśka and Lee, Rachael
(2015)
Digital Stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism.
International Journal of Research and Method in Education, 38 (3), .
(doi:10.1080/1743727X.2015.1019852).
Abstract
Storytelling is a powerful means of expression especially for voices that may be difficult to hear or represent in typical ways. This paper reports and reflects on our experiences of co-creating digital stories with school practitioners in a project focusing on embedding innovative technologies for children on the autism spectrum in classroom practice. The digital stories were short films or narrated sequences of slides and images that conveyed key views about experiences and practices with or around the technologies. The creation of the digital stories aimed to empower schools and individual teachers to construct and share their own authentic narratives and to build case examples of creative technology-enhanced teaching and learning. Through focusing on our experiences with one of the schools, we examine the use of digital stories as a method for enabling knowledge co-creation with practitioners and we discuss the evidential potential of digital stories. We argue that the co-creation of digital stories enabled teachers to find their voice in critiquing the usability, usefulness, efficacy and flexibility of the technologies. Furthermore, the stories, both the process of their creation and the final artefacts, provided a concrete grounding for knowledge co-creation about teaching practices and authentic Technology Enhanced Learning.
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Parsons et al (in press) Digital stories for knowledge co-creation ACCEPTED.pdf
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Published date: 1 May 2015
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Local EPrints ID: 374220
URI: http://eprints.soton.ac.uk/id/eprint/374220
ISSN: 1743-727X
PURE UUID: ad98a615-e9c5-440a-b123-36cafd7a773d
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Date deposited: 10 Feb 2015 13:30
Last modified: 15 Mar 2024 03:38
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Author:
Karen Guldberg
Author:
Kaśka Porayska-Pomsta
Author:
Rachael Lee
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