Using Digital Stories to Explore Four Final-Year Student's Colliding Worldviews and How This Impacted Their Classroom Pedagogy [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019).

Autor/inn/en	Condy, Janet; Phillips, Heather; Tiba, Chantyclaire
Titel	Using Digital Stories to Explore Four Final-Year Student's Colliding Worldviews and How This Impacted Their Classroom Pedagogy [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019).
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	World Views; Foreign Countries; Blacks; Teaching Methods; Story Telling; Educational Technology; Technology Uses in Education; Personal Narratives; Cultural Influences; Student Characteristics; Student Needs; College Students; South Africa + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Ausland; Black person; Schwarzer; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Erlebniserzählung; Cultural influence; Kultureinfluss; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners. [For the complete proceedings, see ED608557.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01