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Because computers generally make children passive listeners, new technological devices need to support children's storytelling activities. This article introduces the StoryTech, a smart toy that includes a virtual space comprised of computer-based graphics and characters as well as a real space that involves stuffed animals, background cards and a receiver panel. When children put real objects on the receiver panel, the computer displays related backgrounds and characters. Through this flexible context, children are expected to tell a story about what they see on the screen. The aim of this article is to present the development period of the StoryTech and to provide design principles for smart toy technologies based on the usability study. The article focuses on attributes of new technology and the significance of supporting storytelling activities to find the best combination of and moderation between real and virtual spaces. 相似文献
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This article describes the use of a narrative technique, StoryTech, in a career counseling class. Student evaluations, comments, and recommendations for the use of StoryTech in a career counseling class are included. 相似文献
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Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms are shared. The theoretical framework, Technological Pedagogical Content Knowledge (TPACK), is included to illustrate how pedagogy, storytelling, and technology interact to teach content knowledge and 21st-century skills. The five literary elements and additional elements of stories identified from research which enhance students’ engagement in stories are provided. A checklist for selecting stories, book lists and storytelling websites offer resources that will support teachers in using both digital and traditional storytelling with their students. 相似文献
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为了实现国内数字故事竞赛的更高效组织、促进数字故事在国内中小学的合理教育应用,文章对目前美国颇受欢迎的数字故事竞赛（DISTCO）的发展、在线平台架构及相关调查研究进行了深入的剖析.针对我国数字故事研究与教育应用的实际,DISCTO可以带来这样一些启示：创建竞赛与教育研究相结合的模式,健全国内数字故事竞赛平台,从学科和学生年龄水平合理安排数字故事教育应用. 相似文献
5.
Aslıhan Kocaman-Karoglu 《Educational Media International》2013,50(4):340-352
With the emergence of the new technologies, twenty-first-century learning involves the application of new media in educational environments. Digital storytelling (DST) is a method that blends traditional storytelling with new technologies. This study was designed to compare the conceptual understanding of preschool students in DST classrooms with children in traditional storytelling classrooms. A pre-test, post-test control group design was used. Data were collected from 149 preschool children using pre- and post-test surveys and students’ drawings. The findings indicate that DST improved the preschoolers’ conceptual understanding of the course content more than traditional storytelling. 相似文献
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Michael Tan Shu-Shing Lee David W. L. Hung 《Education and Information Technologies》2014,19(3):623-635
While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure—characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy. 相似文献
8.
Montserrat Rifà‐Valls 《The International Journal of Art & Design Education》2011,30(2):293-306
This article interprets the repercussions of visual storytelling for art education and arts‐based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre‐service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulàlia's portfolio); and the third narrative introduces virtual storytelling and connects self‐awareness/meta‐awareness with multi‐literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy. 相似文献
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程毅中 《南京师范大学文学院学报》2006,(2):158-162
《三侠五义》、《小五义》都是由说唱兼备的话本发展而来的“平话小说”,《小五义》还保留了较多的说唱文学的特征。由此可见,说话艺术一直绵延到清末,话本作为俗文学,具有口头文学传承性和变异性的特点。 相似文献
11.
钱芳 《楚雄师范学院学报》2009,24(4)
老舍小说对评书艺术有诸多借鉴之处,又有所超越.这一方面是因为老舍其人与评书艺术渊源颇深;另一方面是由于老舍的深思好学和评书艺术的民间性,使其在文学创作上不知不觉地带上了评书的烙印.二者的异同从叙事方法和语言运用上就可略窥一二. 相似文献
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Annet Ten Brug Vera S. Munde Annette A.J. van der Putten Carla Vlaskamp 《欧洲特需教育杂志》2013,28(4):535-550
Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the alertness of listeners during MSST. Previous studies have only examined the overall level of alertness during MSST. This study focuses on changes in alertness over time during storytelling. Method: In this study, 27 direct support people read an MSST book 20 times with a person with PIMD. The 1st, 5th, 10th and 20th storytelling sessions were recorded. The relation between alertness and the active presentation of stimuli is analyzed using a time-window sequential analysis. We examined changes in alertness levels by comparing the four different storytelling sessions. Results: Higher levels of active alertness were observed when stimuli were actively presented. Alertness was not constant within storytelling sessions, and was related to the presentation of stimuli. Actively presented stimuli were associated with larger fluctuations in alertness. Discussion: Storytellers should present stimuli actively and for longer periods, in order to increase the alertness of listeners during storytelling. 相似文献
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王丽春 《南京晓庄学院学报》2005,21(6):49-52
故事是孩子们喜闻乐见的一种增长生活知识和了解周围世界的有趣形式.让孩子们通过听故事、讲故事、读故事等各种形式来学习英语语言知识,特别是语法规则,能够激发起孩子们的强烈求知欲和学习兴趣,可以让孩子们快乐地学习英语. 相似文献
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Kuo-Ping Liu Shu-Ju Diana Tai Chen-Chung Liu 《Educational technology research and development : ETR & D》2018,66(4):913-935
This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme. 相似文献
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The essay refers to appropriate young learners theories of teaching and learning and exemplifies a lesson with storytelling. It is intended to highlight the importance of storytelling and how it is adopted in young learners classroom. The practical implication of this lesson is to help English teachers to better use of storytelling as effective teaching materials. 相似文献
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The goal of this study was to determine how personal storytelling functions as a socializing practice within the family context in middle-class Taiwanese and middle-class European American families. The data consist of more than 200 naturally occurring stories in which the past experiences of the focal child, aged 2,6, were narrated. These stories were analyzed at 3 levels: content, function, and structure. Findings converged across these analytic levels, indicating that personal storytelling served overlapping yet distinct socializing functions in the 2 cultural cases. In keeping with the high value placed on didactic narrative within the Confucian tradition, Chinese families were more likely to use personal storytelling to convey moral and social standards. European American families did not treat stories of young children's past experiences as a didactic resource but instead employed stories as a medium of entertainment and affirmation. These findings suggest not only that personal storytelling operates as a routine socializing practice in widely different cultures but also that it is already functionally differentiated by 2,6. 相似文献
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Rebecca Hibbin 《Pastoral Care in Education》2016,34(4):218-231
The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as ‘non-instrumental’ practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children’s education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling in relation to its psychosocial effects and benefits. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings highlight the benefits of oral storytelling to children in relation to a complex of processes tied to the opportunities afforded by oral storytelling for self-expression, identification with story characters, empathic understanding of self and others and bi-directional communication. It is suggested that the oral retelling of pre-existing stories offers children a parsimonious yet psycho-socially complex form of Speaking and Listening practice which is as rare within the classroom as it is native to human thought and interaction. It is upon the basis of the importance of talk to learning and development that its use within education needs to be viewed, to allow more opportunities for oral language practice that supports the psychosocial development of young people in school to be encouraged and actively pursued. 相似文献
18.
Christine Savvidou 《Teachers and Teaching》2013,19(6):649-664
This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12 lecturers created digital stories about their experiences of professional development. These stories were shared with colleagues who then responded with their own digital stories. A narrative framework was used to analyse stories for the types of connections lecturers made between stories. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling. The study concludes by outlining the potential and limitations of storytelling as an approach to professional development and proposes further research into the dialogic capacity of storytelling in a professional development context. 相似文献
19.
Chen‐Chung Liu Kuo‐Ping Liu Pi‐Hui Wang Gwo‐Dong Chen Mu‐Chun Su 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):39-51
Software avatars are increasingly applied to support children's collaborative storytelling because avatars may serve as a transparent shield or as embodied agents to facilitate creativity in children. However, when using avatars, it is not easy for children to practise and refine their speaking skills by narrating their stories to an audience. The programming difficulties involved in that process tend to distract attention away from the collaborative storytelling activity itself. This study therefore proposes an interaction model featuring tangible story avatars (TSAs) that can serve as a platform to scaffold collaborative story creation, revision and narrative. A 9‐week study with 16 children aged 8 years was conducted to evaluate the interaction model with the TSAs. The results suggest that the TSAs may play three primary roles in facilitating collaborative storytelling: as a tool for developing confidence, as a tool for reflective story development and as a group artefact. Researchers and educators may find it valuable to consider these three roles in designing the TSAs in support of collaborative storytelling in similar contexts. 相似文献
20.
This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments. 相似文献