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ERIC Number: EJ1125503
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2013-9144
Digital Storytelling with Pre-Service Teachers. Raising Awareness for Refugees through ICTS in ESL Primary Classes
Alcantud Diaz, Maria
Digital Education Review, n30 p1-16 Dec 2016
This article describes the design and implementation of a Digital Storytelling (DS) experience that was carried out in a foreign language setting with pre-service teachers. This case study sets out to assess the effect of DS aimed at becoming a social awareness and pedagogical tool for both, high education and consequently, primary students. The overall structure of the study revolves around the teaching-Learning process that involves educational centres and society. The first stage of this procedure was to make pre-service teachers enhance their L2 by researching on the Syrian refugees' conflict prior to write a short academic paper. Freely available online resources through their mobile devices in class became the source materials. Then, their writings evolved into the scripts of a digital story. Formerly, they transferred their knowledge beyond university boundaries: to primary children because some of the pre-service teachers used DS with the primary students of their practicum internship period. Conversely, their digital stories were shared also with the society in general in the 4[superscript a] MICE (International Contest of Educational Cinema). Overall, these results indicate that this experience provided some useful insights into the use of DS with pre-service students and its repercussion in primary education.
Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Syria; Spain (Valencia)
Grant or Contract Numbers: N/A