Digital storytelling as a pedagogy to develop literacy and twenty-first century competencies in a Singapore primary school: Teachers as designers

Mohamed MELWANI, Lee Yong TAY, Cher Ping LIM

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter reports on an ethnographic case study of how a group of elementary school teachers designed technology enhanced learning with mobile technology (e.g. notebooks, tablet computers and mobile phones) to facilitate students' development of literacy and twenty-first century competencies. These teachers designed the school's literacy pedagogical approach, leveraging the use of technology, namely digital storytelling. The school in this case study is one of the eight Future Schools in Singapore under the FutureSchools@Singapore program. The school has been providing one-to-one mobile computing learning devices and wireless Internet access for its students. The introduction of technology in the classroom makes it possible for twenty-first century competencies to be integrated into literacy development. The conversational framework is used as a framework to examine how the design of the digital storytelling pedagogical approach brings about the various teaching–learning activities – acquisition, inquiry, practice, production, discussion and collaboration. The use of digital storytelling as an approach to integrate information communication technology (ICT) into the classroom has not only modified how ICT is being used in the school, it has redefined how ICT could be used to engage young learners. It has fundamentally transformed conventional storytelling with the use of current state-of-the-shelf (i.e. easily and widely available) technologies. This case study also outlines the processes involved in improving the design of digital storytelling over the years by the teachers. The ecosystem of the school is also taken into consideration and described in detail. Findings suggest the importance of the collaborative efforts of the teachers in the continuous improvements made to this design. The adoption of a learning design framework, such as the one used in this study, can be beneficial to ensure a systematic approach to the design of learning. In addition, the availability of technological infrastructure and computing devices are necessary for the seamless use of technology in the classroom. The just-in-time learning approach is adopted for students to learn technology as they are developing their digital stories. Copyright © 2019 by Emerald Publishing Limited.
Original languageEnglish
Title of host publicationMobile technologies in children’s language and literacy: Innovative pedagogy in preschool and primary education
EditorsGrace OAKLEY
Place of PublicationUK
PublisherEmerald Publishing Limited
Pages67-81
ISBN (Electronic)9781787148796
ISBN (Print)9781787148802
DOIs
Publication statusPublished - 2018

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primary school teacher
twenty-first century
Singapore
literacy
school
communication technology
learning
information technology
classroom
teacher
elementary school teacher
student
infrastructure
Internet

Citation

Melwani, M., Tay, L. Y., & Lim, C. P. (2018). Digital storytelling as a pedagogy to develop literacy and twenty-first century competencies in a Singapore primary school: Teachers as designers. In G. Oakley (Ed.), Mobile technologies in children’s language and literacy: Innovative pedagogy in preschool and primary education (pp. 67-81). UK: Emerald Publishing Limited.

Keywords

  • Case study
  • ICT integration
  • Design thinking
  • Teaching-learning activities
  • Future school
  • Literacy
  • SAMR Model