Digital Storytelling: A Beneficial Tool for Large Survey Courses in History

Autor/in	de Chantal, Julie
Titel	Digital Storytelling: A Beneficial Tool for Large Survey Courses in History
Quelle	In: History Teacher, 54 (2021) 4, S.709-729 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Story Telling; Educational Technology; Technology Uses in Education; Large Group Instruction; History Instruction; Learner Engagement; General Education; Thinking Skills; Critical Thinking; Writing Skills; Technological Literacy; Teaching Methods; Class Activities; Undergraduate Study + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; History lessons; Geschichtsunterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Denkfähigkeit; Kritisches Denken; Writing skill; Schreibfertigkeit; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium
Abstract	Every semester, instructors of general education survey classes in history struggle with the same questions as they rewrite their syllabi: How can I get my students to engage more deeply into writing and research? How can I help them develop their problem solving and critical thinking skills? How can I make history more interesting to non-history majors? The task is particularly daunting in a large-class setting where sixty or more students sit in an auditorium, especially if the instructor does not have the luxury of a teaching assistant. In classes of this size, it is practically impossible to provide detailed feedback on each student's writing, or to guide them through the process of original research. This paper argues that using digital storytelling in large survey classes allows instructors to add a manageable research component to their courses while helping students to better fulfill learning outcomes associated with higher-order thinking in Bloom's taxonomy (analyze, evaluate, create). The digital storytelling process--with historical research, the production of a detailed script, storyboards, and short documentary-style presentation--allows students to hone their critical thinking skills, develop their visual and digital literacy skills, and improve their writing skills, all while deepening their engagement with historical narratives. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01