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Digital storytelling for educative p...

Towndrow, Phillip Alexander.

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Digital storytelling for educative purposes = providing an evidence-base for classroom practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital storytelling for educative purposes/ by Phillip Alexander Towndrow, Galyna Kogut.
Reminder of title:	providing an evidence-base for classroom practice /
Author:	Towndrow, Phillip Alexander.
other author:	Kogut, Galyna.
Published:	Singapore :Springer Singapore : : 2020.,
Description:	xiii, 226 p. :ill., digital ;24 cm.
[NT 15003449]:	Part A: The Educative Purposes of Digital Storytelling in Schools -- Chapter 1: Towards a Pedagogy Of Digital Storytelling -- Chapter 2: The Study and an Analytical Framework for Understanding Digital Storytelling in Schools -- Part B: Evidence Base-Illustrative Case Studies and Critical Incidents -- Chapter 3: Anna -- Chapter 4: Alice -- Chapter 5: Betty -- Chapter 6: Pauline -- Chapter 7: Daniel -- Chapter 8: Nelly -- Chapter 9: James -- Chapter 10: Tommy -- Chapter 11: The Teacher's Story -- Part C: Digital Storytelling in Classrooms -- Chapter 12: Pulling It All Together -- Chapter 13: Conclusion.
Contained By:	Springer Nature eBook
Subject:	Digital storytelling - Singapore. -
Online resource:	https://doi.org/10.1007/978-981-15-8727-6
ISBN:	9789811587276

Digital storytelling for educative purposes = providing an evidence-base for classroom practice /
Towndrow, Phillip Alexander.

Digital storytelling for educative purposesproviding an evidence-base for classroom practice /[electronic resource] :by Phillip Alexander Towndrow, Galyna Kogut. - Singapore :Springer Singapore :2020. - xiii, 226 p. :ill., digital ;24 cm. - Studies in Singapore education: research, innovation & practice,v.12730-9762 ;. - Studies in Singapore education: research, innovation & practice ;v.1..

Part A: The Educative Purposes of Digital Storytelling in Schools -- Chapter 1: Towards a Pedagogy Of Digital Storytelling -- Chapter 2: The Study and an Analytical Framework for Understanding Digital Storytelling in Schools -- Part B: Evidence Base-Illustrative Case Studies and Critical Incidents -- Chapter 3: Anna -- Chapter 4: Alice -- Chapter 5: Betty -- Chapter 6: Pauline -- Chapter 7: Daniel -- Chapter 8: Nelly -- Chapter 9: James -- Chapter 10: Tommy -- Chapter 11: The Teacher's Story -- Part C: Digital Storytelling in Classrooms -- Chapter 12: Pulling It All Together -- Chapter 13: Conclusion.

This book is an exposition of a curriculum innovation within the complex yet fertile ground of school-based education in Singapore. Beyond straightforward descriptions and protocols, this book purposefully connects classroom practices with theories in a clear, uncomplicated way. The result provides a series of rationales for action, reflection and understanding that other publications in digital storytelling fail to cover or explain in sufficient detail. Broadly, these include digital multimodal authorship; teachers' and students' storytelling task design and assessment; the use of digital storytelling as a reflective and reflexive expression of teachers' professionalism; and dialogism in classroom practice.

ISBN: 9789811587276

Standard No.: 10.1007/978-981-15-8727-6doiSubjects--Topical Terms:

3527839
Digital storytelling
--Singapore.

LC Class. No.: LB1042

Dewey Class. No.: 372.677

Digital storytelling for educative purposes = providing an evidence-base for classroom practice /
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520 $a This book is an exposition of a curriculum innovation within the complex yet fertile ground of school-based education in Singapore. Beyond straightforward descriptions and protocols, this book purposefully connects classroom practices with theories in a clear, uncomplicated way. The result provides a series of rationales for action, reflection and understanding that other publications in digital storytelling fail to cover or explain in sufficient detail. Broadly, these include digital multimodal authorship; teachers' and students' storytelling task design and assessment; the use of digital storytelling as a reflective and reflexive expression of teachers' professionalism; and dialogism in classroom practice.
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