"This paper particularly examines teachers' rationales for using digital video, students' learning outcomes, and the ways in which pedagogy was enhanced in the schools through the use of student-generated digital video projects."
The author argues that "For students to be effective communicators in the 21st century, they need to be sophisticated in expressing ideas with multiple communication technologies, not just the written word."
The authors describe this webtext--"What we have collected here are some of our best constructions, including some of the ways we've done our work in the past for various audiences (students, colleagues, administrators) and in various types of professional settings (classes, meetings, presentations). This webtext "talks" in all the ways we are asked to talk about teaching digital writing: in the hallways to colleagues, in policy documents to administrators, in classroom exercises to graduate and undergraduate students, and to colleagues at conferences, in journal articles, and other scholarly genres."
Published in Kairos, this piece uses an iMovie to present a discussion on the advantages and disadvantages of digital video and technology use in the writing classroom.
In this article detailing his experience implementing a digital storytelling unit (The Place Project) in his elementary-level classroom, the author concludes that "It's vital to note, of course, that the technology was always secondary to the storytelling" and emphasizes that "The Place Project demonstrated how technology can be instrumental in the perennial student struggle to find voice, confidence, and structure in their writing."
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