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ERIC Number: EJ1381524
Record Type: Journal
Publication Date: 2022
Pages: 35
Abstractor: As Provided
Digital Storytelling in the Time of COVID: Developing Writing Pedagogies with Pre-Service Teachers
Thomas, Kevin M.; Wheeler, Winn Crenshaw
AILACTE Journal, v19 p39-73 2022
This qualitative case study examined a cross-curricular collaboration between two-methods instructors using digital storytelling to engage pre-service teachers in developing writing pedagogies through the curriculum integration and authentic application of the practice of writing and technology. Pre-service teachers learned about writing techniques in a writing methods course and relevant components of digital storytelling in their technology class. These experiences were combined and resulted in the pre-service teachers developing a digital story related to their experience during the COVID-19 pandemic. An analysis of participants' work products including their digital stories, reflective essays, and exit slips was conducted to discern emergent patterns around two research questions: (1) What patterns and themes emerged in examining the content and craft of candidates' digital stories?; and (2) How does the personal use (and sharing) of digital stories influence candidates' perceptions of their own writing and its connection to supporting the development of writers in elementary classrooms? Results revealed that the learning experience facilitated participants' connections to their future practice and the benefits of digital storytelling for their future students, including differentiating instruction, writing for an authentic audience, developing digital literacies, and increasing social-emotional learning.
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; 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
Grant or Contract Numbers: N/A