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dc.contributor.authorThompson Long, Bonnie
dc.contributor.authorHall, Tony
dc.date.accessioned2018-04-26T08:56:28Z
dc.date.issued2018-03-24
dc.identifier.citationThompson Long, B., & Hall, T. (2018). Educational narrative inquiry through design-based research: designing digital storytelling to make alternative knowledge visible and actionable. Irish Educational Studies, 1-21. doi: 10.1080/03323315.2018.1465836en_IE
dc.identifier.issn1747-4965
dc.identifier.urihttp://hdl.handle.net/10379/7300
dc.description.abstractThis paper describes the conceptualisation and appropriation of narrative in the design of digital storytelling technology (DST), to augment reflective practice among Irish pre-service teachers. Reflective practice remains a predominant professional formation component of programmes of teacher education. In this key developmental activity, teacher education traditionally privileges written reflections, e.g. pro forma post-lesson evaluations and essays. Our aim in this research was to supplement, not supplant, these important written reflective modalities, and by doing so, open up a wider set of possibilities for using narrative and technology to support creative, potentially transformative reflection on practice. We have been inspired significantly in this DST work by Bruner s (2002) functional view of narrative inquiry - that storytelling serves as the principal, foundational means by which we form our identities, relate to others, and make sense of our place in the world. We thus sought to explore how innovative storytelling designs, combined with, and augmented by digital technology, might afford new narrative inquiry possibilities for pre-service students to conceptualise, create and collaborate in their early-career, reflective practices. This paper presents R-NEST, the educational design we developed in a principled and participatory fashion over 3 years, collaboratively with 323 student teachers. We trace the narrative of the development and refinement of the bespoke R-NEST design, illustrated with analysis of an exemplar, student-designed digital story. The paper concludes with insights regarding the creative, reflective use of DST, suggesting potentially wide scope for this mode of narrative technology in education.en_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherTaylor & Francis (Routledge)en_IE
dc.relation.ispartofIrish Educational Studiesen
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/ie/
dc.subjectReflectionen_IE
dc.subjectFunctional narrative inquiryen_IE
dc.subjectDesign, technology-enhanced learningen_IE
dc.subjectInitial teacher educationen_IE
dc.titleEducational narrative inquiry through design-based research: designing digital storytelling to make alternative knowledge visible and actionableen_IE
dc.typeArticleen_IE
dc.date.updated2018-04-25T11:14:25Z
dc.identifier.doi10.1080/03323315.2018.1465836
dc.local.publishedsourcehttps://doi.org/10.1080/03323315.2018.1465836en_IE
dc.description.peer-reviewedpeer-reviewed
dc.description.embargo2019-04-24
dc.internal.rssid13914409
dc.local.contactAnthony Hall, School Of Education, Nui, Galway. 2153 Email: tony.hall@nuigalway.ie
dc.local.copyrightcheckedNo
dc.local.versionACCEPTED
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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland