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首页> 外文期刊>International Journal of Digital Literacy and Digital Competence >We Learn in the Form of Stories: How Digital Storytelling Supports Critical Digital Literacy for Pre-Service Teachers
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We Learn in the Form of Stories: How Digital Storytelling Supports Critical Digital Literacy for Pre-Service Teachers

机译：我们以故事的形式进行学习：数字叙事如何为岗前教师提供关键的数字素养

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This article discusses the use of digital storytelling to enable pre-service teachers to develop critical digital literacy skills. Digital storytelling and new literacies share the same set of abilities: 1) finding, evaluating and consuming digital content; 2) exploring identity and cultural landscapes; 3) creating new digital materials drawing from multiple media; and 4) communicating what was found or created with an audience. The study is based on the essays of pre-service teachers enrolled in Cultural Foundations of Education, who produced two digital stories. Responses showed that they believed the assignments helped them become more reflective, culturally aware and media savvy, and led them to a critical and practical knowledge of multimodal content production. Digital storytelling, then, utilizes almost all of the critical digital skills and literacies pre-service teachers are expected to bring to diverse, globalized, and technology-infused 21st century classrooms.
机译：本文讨论了使用数字讲故事来使岗前教师发展关键的数字素养技能的方法。数字叙事和新文学具有相同的能力：1）查找，评估和消费数字内容； 2）探索身份和文化景观； 3）从多种媒体创建新的数字资料； 4）与观众交流发现或创造的东西。这项研究基于在教育文化基金会就职的教师的论文，这些论文产生了两个数字故事。反馈表明，他们相信这些作业有助于他们变得更具反思性，具有文化意识和对媒体的了解，并使他们掌握了多模式内容制作的关键和实践知识。因此，数字叙事利用了几乎所有关键的数字技能和素养，预科教师有望带入多样化，全球化和技术融合的21世纪教室。

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