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Multiple studies in the field of teacher education have demonstrated the potential of digital storytelling to facilitate acquisition of teacher knowledge, critical examination of sociocultural or sociopolitical issues, and exploration and expression of identity or personal experiences. Some studies have also focused on the digital storytelling experiences and perceptions of education majors, particularly those at the undergraduate or master’s degree level. This qualitative case study is an exploration of the perceptions and experiences of Second Language Acquisition doctoral students who collaboratively created digital stories to promote the use of different types educational technology (ET) in second/foreign language education. Thematic analysis of data indicated participants enjoyed their experiences, acquired ET knowledge, and learned about digital storytelling as a teaching-learning tool. Primary challenges they faced were employing unfamiliar ET and coordinating efforts with group mates. Discoveries support the use of digital storytelling as a motivational means of developing teacher knowledge while serving as a model of its use as a teaching-learning tool. Recommendations include creating opportunities for education majors to engage in reflection on their experiences, ensuring they can employ necessary ET (e.g., video editing software), and creating conditions for productive group work.
Digital storytelling, experiences, language teacher education, Educational Technology, L2 education