Reflection essay
This week's academic sojourn commenced with a unique twist—two lessons compacted into a three-hour Wednesday session, courtesy of a public holiday on Monday. As the clock struck 9 am, Dr. Lina embarked on a journey through our assignments, paving the way for an immersive exploration into the world of digital storytelling.
Dr. Lina laid the foundation, unraveling the intricacies of our upcoming individual presentations and the teaching demo assignment. The challenge ahead was crystal clear—a fusion of storytelling techniques within our presentations.
Despite the initial battle against fatigue during the elongated session, I found myself invigorated by the unexpected delight that unfolded. The prospect of integrating digital storytelling into our pedagogical practices offered a fresh perspective, transforming the mundane into a source of inspiration. Digital storytelling, rooted in constructivism, emerged as a transformative force. It seamlessly merges digital media with innovative teaching methodologies, aligning with the ethos of constructivism by accommodating diverse learners' needs and learning styles.
The week's exploration of digital storytelling resonates strongly with the principles of constructivism. According to Smeda et al. (2014), constructivism is a learning theory that posits knowledge as actively constructed by learners through their experiences and interactions with the environment. Digital storytelling, deeply entrenched in these principles, becomes a catalyst for transformative learning experiences.
In essence, the three-hour session, initially perceived as an endurance test, turned out to be a revelation. It not only underscored the paramount importance of digital storytelling in education but also illuminated the myriad advantages it brings. The experience stirred a commitment within me to delve deeper, master the methods, and skillfully incorporate this strategy into my future teaching endeavors.
Dr. Lina laid the foundation, unraveling the intricacies of our upcoming individual presentations and the teaching demo assignment. The challenge ahead was crystal clear—a fusion of storytelling techniques within our presentations.
Despite the initial battle against fatigue during the elongated session, I found myself invigorated by the unexpected delight that unfolded. The prospect of integrating digital storytelling into our pedagogical practices offered a fresh perspective, transforming the mundane into a source of inspiration. Digital storytelling, rooted in constructivism, emerged as a transformative force. It seamlessly merges digital media with innovative teaching methodologies, aligning with the ethos of constructivism by accommodating diverse learners' needs and learning styles.
The week's exploration of digital storytelling resonates strongly with the principles of constructivism. According to Smeda et al. (2014), constructivism is a learning theory that posits knowledge as actively constructed by learners through their experiences and interactions with the environment. Digital storytelling, deeply entrenched in these principles, becomes a catalyst for transformative learning experiences.
In essence, the three-hour session, initially perceived as an endurance test, turned out to be a revelation. It not only underscored the paramount importance of digital storytelling in education but also illuminated the myriad advantages it brings. The experience stirred a commitment within me to delve deeper, master the methods, and skillfully incorporate this strategy into my future teaching endeavors.
Signing off,
Capybarabarabara
Capybarabarabara
References
Smeda, N., Dakich, E., & Sharda, N. (2014). Embedding digital storytelling in a Malaysian primary school classroom: A call for change. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(1), 100-116.
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