Clarke, A.-M. (2016). A digital narrative inquiry with teachers developing instructional digital stories: Opportunities and challenges (Unpublished doctoral thesis). Queen’s University Belfast, Belfast, Ireland. Abstract retrieved from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706290

Abstract: 

“Technology was highlighted by the Organisation for Economic Co-operation Development and the United Nations Educational Organisation as an important feature in teacher professional development. Both Organisations stressed the importance of teachers having pedagogical understanding of its uses rather than simply being trained to integrate it into classroom practice. The Teaching Council of Ireland responded to this by developing policy on the Continuum of Teacher Education (CPD), aimed at enabling teachers to develop innovative methodologies including technology integration. This inquiry builds on in-school CPD using a framework known as Technology, Pedagogy and Content Knowledge (TPACK) within a situational learning environment. The methodological approach is positioned within digital narrative inquiry concentrating on the narration of four teachers across the curriculum. The design comprises two forms of story by each teacher as data. The first is an instructional digital story for use in a curriculum lesson, while the second is a reflection on the experience of creating and using the instructional digital story. Each teacher’s narrative is presented after using a thematic analysis in relation to the TPACK framework, challenges and opportunities. The findings indicate professional development of learning a new technology tool such as Digital Story depends on a teachers ability to see a clear connection between the technology and content as well as its pedagogical uses. The style of instructional story created by each teacher is influenced by personal belief in the value of storytelling for instruction and the appropriateness of its use in certain areas of the curriculum. Common challenges focused on time needed to create, use of personal voice recordings and image selection. Rewards indicated increased self efficacy, greater student engagement and acceleration of learning. The situational learning environment developed enthusiasm to create future Digital Stories and aroused interest from other teachers in the school.”