Item history (LFriese, Mon Jun 05 2023 15:02:54 GMT+0100 (BST))

TY - JOUR
TI - Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology
AU - Ivala, Eunice
AU - Gachago, Daniela
AU - Condy, Janet
AU - Chigona, Agnes
T2 - Journal of Education and Training Studies
AB - Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
DA - 2014/01//
PY - 2014
DO - 10.11114/jets.v2i1.286
VL - 2
IS - 1
SP - 217
EP - 227
LA - English
SN - 2324-805X, 2324-805X
UR - https://core.ac.uk/download/pdf/235493876.pdf
AN - 1697499911; EJ1055168
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Digital+Storytelling+and+Reflection+in+Higher+Education%3A+A+Case+of+Pre-Service+Student+Teachers+and+Their+Lecturers+at+a+University+of+Technology&author=Ivala%2C+Eunice%3BGachago%2C+Daniela%3BCondy%2C+Janet%3BChigona%2C+Agnes&volume=2&issue=1&spage=217&date=2014&rft.btitle=&rft.jtitle=Journal+of+Education+and+Training+Studies&issn=2324-805X&isbn=&sid=ProQ%3Aeric_EJ1055168
KW - __:import:02
KW - __:match:final
KW - __:matched
KW - __:study_id:2096367
KW - __finaldtb
KW - Case Studies
KW - Cognitive Processes
KW - College Faculty
KW - Educational Technology
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Focus Groups
KW - Foreign Countries
KW - Higher Education
KW - Personal Narratives
KW - Postsecondary Education
KW - Preservice Teachers
KW - Professional Development
KW - Qualitative Research
KW - Reflection
KW - Skill Development
KW - South Africa
KW - Story Telling
KW - Teaching Methods
KW - Technology Uses in Education
KW - Video Technology
ER -

TY - JOUR
TI - Digital Storytelling and Reflection in Higher Education: A Case of Pre-service Student Teachers and Their Lecturers at a University of Technology
AU - Ivala, Eunice
AU - Gachago, Daniela
AU - Condy, Janet
AU - Chigona, Agnes
T2 - Journal of Education and Training Studies
AB - Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
DA - 2014///
PY - 2014
DO - 10.11114/jets.v2i1.286
DP - redfame.com
VL - 2
IS - 1
LA - en
SN - 2324-8068
ST - Digital Storytelling and Reflection in Higher Education
UR - https://redfame.com/journal/index.php/jets/article/view/286
Y2 - 2022/08/22/21:13:30
L1 - https://redfame.com/journal/index.php/jets/article/download/286/247
ER -

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itemOLD.extra: Number: 1 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2339240:5UUL3KML 2405685:IZMKPN8S