Three Cases of Unconventional Educational Uses of Digital Storytelling

Three Cases of Unconventional Educational Uses of Digital Storytelling

Emmanuel Fokides (University of the Aegean, Greece)
DOI: 10.4018/978-1-5225-7365-4.ch038

Abstract

The chapter presents three cases in which digital storytelling was used in an unconventional way: in helping an immigrant student to integrate into the school environment, in helping first-grade students' school adjustment, and in dealing with bullying. The constructivist principles concerning the learning process and the requirement of students' active participation provided the necessary framework. The researcher avoided intervening, guiding or lecturing students. All cases were short in duration and easily applied. Results confirmed the author's belief that digital storytelling is a powerful and flexible tool that can be used in many and diverse educational or non-educational scenarios.
Chapter Preview
Top

Background

Focusing on problems that students and teachers face at school, which are not directly related to knowledge acquisition, but affect how the school functions and/or the emotional well-being of students, three areas were of interest: the poor school integration of immigrant students, young students' adjustment to school, and bullying.

In Greece, 10.35% of the total students' population are immigrants (Hellenic Statistical Authority, 2011). Insufficient knowledge of the Greek language and, consequently, low performance in language lessons is a major problem (Retali, 2013). There is also a more important difficulty; that of poor school and/or social integration. Schools could play an important role, but the Greek educational system is not capable of assimilating immigrant students well (Skourtou, Vratsalis, & Govaris, 2004). Therefore, there is a need to help them overcome their adaptation problems.

Coming to primary school for the very first time marks the beginning of a transitional period to children's lives. Rules and routines are different from those they were accustomed in the kindergarten and their status and identity might be affected (Fabian, 2007). Problems may arise that have short and long-term educational and/or psychological implications (Dockett & Perry, 2009). Behavioral problems are also common (Brooker, 2008). Consequently, finding ways that allow a smooth and quick transition to the school's environment are quite important.

Complete Chapter List

Search this Book:
Reset