Share Paper: Digital Storytelling to Make Preservice Teachers’ Learning More Meaningful

  1. Ho Ryong Park, Murray State University, United States
Thursday, March 24 10:35-10:55 AM Sloane

Abstract: This study investigated English for speakers of other language (ESOL) preservice teachers’ experiences and learning through digital storytelling. The participants were 20 graduate students in an ESOL teaching education program in the United States. I identify the similar and different factors between a paper-based reflective essay and a digital storytelling projects and the influences of digital storytelling in the preservice teachers’ learning of language and culture. I present ESOL preservice teachers’ experiences and describe their experiences and learning through developing digital storytelling. I also discuss pedagogical implications of the digital storytelling as a significant task for ESOL preservice teacher education.