Digital storytelling: a tool for promoting historical understanding among college students

  • Ericson H. Peñalba Teacher Education Department, Meneses Campus, Bulacan State University, Bulacan, Philippines
  • Chaddlyn Rose C. Samaniego Teacher Education Department, Meneses Campus, Bulacan State University, Bulacan, Philippines
  • Shiella Mae A. Romero Teacher Education Department, Meneses Campus, Bulacan State University, Bulacan, Philippines
Keywords: digital storytelling, history education, historical understanding, Philippine history, thematic network analysis

Abstract

As an engaging learning strategy, digital storytelling provides students opportunities for developing competencies as they immerse themselves in a meaningful learning experience. The study presented in this article explored the potential of digital storytelling as an instrument for the promotion of historical understanding. Thirty first-year teacher education students, who were divided into eight groups, participated in a digital storytelling project that required them to produce their own digital stories. The project was designed as an 8-week activity, which consisted of activities that guided them throughout the pre-production, production, and post-production phases. After the final week of the project, the students participated in focus group discussions. Aside from the focus group responses, data were also obtained from their reflection journal entries and digital stories. The qualitative data were subjected to thematic network analysis, surfacing six organising themes, namely historical significance, historical imagination, perspective taking, continuity, historical emphasis, and values and traits identification. These findings suggest specific courses of action for integrating technology in a history classroom.

Downloads

Download data is not yet available.

References


Abbott, C. B., Ciotto, C. M. & Riem, K. J. (2017) ‘Using digital storytelling to enhance an existing teacher education curriculum: how digital tools can enhance content, engagement and outcomes without adding new courses in a mandated program’, Proceedings of Society for Information Technology & Teacher Education International Conference, Chesapeake, VA, pp. 335–339.


Aktin, K. (2016) ‘A semiotic analysis on the utilization of historical thinking skills in pre-school period’, Educational Research and Reviews, vol. 11, no. 15, pp. 1355–1366. doi: 10.5897/ERR2016.2815


Attride-Stirling, J. (2001) ‘Thematic networks: an analytic tool for qualitative research’, Qualitative Research, vol. 1, no. 3, pp. 385–405. doi: 10.1177/146879410100100307


Balaman, S. (2018) ‘Digital storytelling: a multimodal narrative writing genre’, Journal of Computers in Education, vol. 14, no. 3, pp. 202–212, [online] Available at: http://www.jlls.org/index.php/jlls/article/download/996/399


Barber, J. F. (2016) ‘Digital storytelling: new opportunities for humanities scholarship and pedagogy’, Cogent Arts and Humanities, vol. 3, no. 1, pp. 1–14. doi: 10.1080/23311983.2016.1181037


Blow, F. (2011) ‘Everything flows and nothing stays: how students make sense of the historical concepts of change, continuity and development’, Teaching History, no. 145, pp. 47–55, [online] Available at: https://www.history.org.uk/publications/resource/5123/teaching-history-145-narrative


Carvalho, M. & Barca, I. (2012) ‘Students’ use of historical evidence in European countries’, International Journal of Historical Learning, Teaching and Research, vol. 11, no. 1, pp. 24–39. doi: 10.18546/HERJ.11.1.03


Cercadillo, L. (2006) ‘“Maybe they haven’t decided yet what is right”: English and Spanish perspectives on teaching historical significance’, Teaching History, no. 125, pp. 6–9, [online] Available at: https://www.history.org.uk/secondary/resource/562/maybe-they-havent-decided-yet-what-is-right-engl


Chung, S. K. (2007) ‘Art education technology: digital storytelling’, Art Education, vol. 60, no. 2, pp. 17–22. doi: 10.1080/00043125.2007.11651632


Coleborne, C. & Bliss, E. (2011) ‘Emotions, digital tools and public histories: digital storytelling using Windows Movie Maker in the history tertiary classroom’, History Compass, vol. 9, no. 9, 6, pp. 74–685. doi: 10.1111/j.1478-0542.2011.00797.x


Collingwood, R. G. (1946) The Idea of History, Oxford University Press, Oxford.


Commission on Higher Education. (2013) General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies, [online] Available at: https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.20-s2013.pdf


Commission on Higher Education. (2017) Readings in Philippine history, [online] Available at: https://ched.gov.ph/wp-content/uploads/2017/10/Readings-in-Philippine-History.pdf


Corfield, P. J. (2009) ‘Teaching history’s big pictures: including continuity as well as change’, Teaching History, no. 136, pp. 53–59, [online] Available at: https://www.history.org.uk/secondary/resource/2697/teaching-historys-big-pictures-including-continu


Counsell, C. (2004) ‘Looking through a Josephine-Butler-shaped window: focusing pupils’ thinking on historical significance’, Teaching History, no. 114, pp. 30–36, [online] Available at: https://www.history.org.uk/secondary/resource/1257/looking-through-a-josephine-butler-shaped-window


Deligero-Badilles, D. (2018) ‘Lived experiences of tertiary students in the teaching of Philippine history courses’, 4th International Research Conference on Higher Education, Bali, Indonesia, pp. 283–306. doi: 10.18502/10.18502/kss.v3i6.2388


Dilek, D. (2009) ‘The reconstruction of the past through images: an iconographic analysis on the historical imagination usage skills of primary school pupils’, Educational Sciences: Theory & Practice, vol. 9, no. 2, pp. 665–689, [online] Available at: https://files.eric.ed.gov/fulltext/EJ847774.pdf


Duraisingh, L. D. & Mansilla, V. B. (2007) ‘Interdisciplinary forays within the history classroom: how the visual arts can enhance (or hinder) historical understanding’, Teaching History, vol. 129, pp. 22–30, [online] Available at: https://www.history.org.uk/secondary/resource/2433/interdisciplinary-forays-within-the-history-classr


Epstein, T. & Salinas, C. S. (2018) ‘Research methodologies in history education’, in The Wiley International Handbook of History Teaching and Learning, eds S. A. Metzger & L. M. Harris, John Wiley & Sons, Medford, pp. 61–91.


Fines, J. (2002) ‘Imagination in history teaching’, International Journal of Historical Learning, Teaching and Research, vol. 2, no. 2, pp. 63–77, [online] Available at: https://www.history.org.uk/files/download/9230/1319459477/IJHLTR_2.2.pdf


Foster, R. (2013) ‘The more things change, the more they stay the same: developing students’ thinking about change and continuity’, Teaching History, no. 151, pp. 8–17, [online] Available at: https://www.history.org.uk/files/download/11906/1371812801


Green, N. C., Reitano, P. & Dixon, M. (2010) ‘Teaching and learning history in primary schools: pedagogical shifts, complexities and opportunities’, The International Journal of Learning: Annual Review, vol. 17, no. 8, pp. 307–320. doi: 10.18848/1447-9494/cgp/v17i08/47200


Hildebrandt, K., et al., (2016) ‘Digital storytelling for historical understanding: treaty education for reconciliation’, Journal of Social Science Education, vol. 15, no. 1, pp. 17–26. doi: 10.4119/UNIBI/jsse-v15-i1-1432


Jonassen, D. H., Peck, K. L. & Wilson, B. G. (1999) Learning with Technology: A Constructivist Perspective, Merrill, Upper Saddle River, NJ.


Karakoyun, F. & Yapici, I. U. (2016) ‘Use of digital storytelling in biology teaching’, Universal Journal of Educational Research, vol. 4, no. 4, pp. 895–903. doi: 10.13189/ujer.2016.040427


Kasami, N. (2018) ‘Advantages and disadvantages of digital storytelling assignments in EFL education in terms of learning motivation’, Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers from EUROCALL 2018, eds P. Taalas, J. Jalkanen, L. Bradley, & S. Thouësny. University of Jyväskylä, Jyväskylä, Finland, pp. 130–136. doi: 10.14705/rpnet.2018.26.825


Kotluk, N. & Kocakaya, S. (2016) ‘Researching and evaluating digital storytelling as a distance education tool in physics instruction: an application with pre-service physics teachers’, Turkish Online Journal of Distance Education, vol. 17, no. 1, pp. 87–99. doi: 10.17718/tojde.59900


Lee, P. & Ashby, R. (2000) ‘Progression in historical understanding among students ages 7–14’, in Knowing, Teaching & Learning History: National and International Perspectives, eds P. N. Stearns, P. Seixas & S. Wineburg, New York University Press, New York, pp. 199–222.


Lemisko, L. S. (2004) ‘The historical imagination: Collingwood in the classroom’, Canadian Social Studies, vol. 38, no. 2, [online] Available at: https://files.eric.ed.gov/fulltext/EJ1073911.pdf


Lévesque, S. (2005) ‘Teaching second – order concepts in Canadian history: the importance of “historical significance”’, Canadian Social Studies, vol. 39, no. 2, [online] Available at: https://files.eric.ed.gov/fulltext/EJ1073987.pdf


National Historical Commission of the Philippines. (2013) 80 years of the NHCP: 2013 Annual Report, [online] Available at: Retrieved from http://nhcp.gov.ph/annual-report/


Newton, D. P. & Newton, H. D. (1998) ‘Knowing what counts in history: historical understandings and the non-specialist teacher’, Teaching History, vol. 1, no. 92, pp. 42–45, [online] Available at: http://www.jstor.org/stable/43258741


Niemi, H. & Multisilta, J. (2016) ‘Digital storytelling promoting twenty-first century skills and student engagement’, Technology, Pedagogy and Education, vol. 25, no. 4, pp. 451–468. doi: 10.1080/1475939x.2015.1074610


Niemi, H., et al., (2018) ‘Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland’, Contemporary Educational Technology, vol. 9, no. 4, pp. 331–353. doi: 10.30935/cet.470999


Oppong, C. A. (2019) ‘Assessing history students’ historical skills in the Cape Coast Metropolis of Ghana’, The Councilor: A Journal of the Social Studies, vol. 80, no. 1, [online] Available at: https://thekeep.eiu.edu/the_councilor/vol80/iss1/3


Petrucco, C. (2015) ‘Digital storytelling as a reflective practice tool in a community of professionals’, European Journal of Open, Distance and E-learning, vol. 18, no. 2, pp. 112–128, [online] Available at: https://www.eurodl.org/?p=special&sp=articles&inum=7&article=701


Rizvic, S., et al., (2019) ‘Interactive digital storytelling: bringing cultural heritage in a classroom’, Journal of Computers in Education, vol. 6, no. 1, pp. 143–166. doi: 10.1007/s40692-018-0128-7


Robin, B. R. (2016) ‘The power of digital storytelling to support teaching and learning’, Digital Education Review, no. 30, pp. 17–29, [online] Available at: https://revistes.ub.edu/index.php/der/article/view/16104


Russell, W. B. & Pellegrino, A. (2008) ‘Constructing meaning from historical content: a research study’, Journal of Social Studies Research, vol. 32, no. 2, pp. 3–15, [online] Available at: https://eric.ed.gov/?id=EJ829399


Ryter, D. (2015) ‘Programs and practices: students’ historical understandings in International Baccalaureate, Advanced Placement and Regular World History courses’, Journal of International Social Studies, vol. 5, no. 1, pp. 101–128, [online] Available at: https://files.eric.ed.gov/fulltext/EJ1149450.pdf


Seixas, P. (1996) ‘Conceptualizing the growth of historical understanding’, in The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling, eds D. R. Olson & N. Torrance, Blackwell Publishers, Cambridge, pp. 765–783.


Shelby-Caffey, C., Úbéda, E. & Jenkins, B. (2014) ‘Digital storytelling revisited’, The Reading Teacher, vol. 68, no. 3, pp. 191–199. doi: 10.1002/trtr.1273


Shelton, C. C., Archambault, L. M. & Hale, A. E. (2017) ‘Bringing digital storytelling to the elementary classroom: video production for preservice teachers’, Journal of Digital Learning in Teacher Education, vol. 33, no. 2, pp. 58–68. doi: 10.1080/21532974.2016.1276


Shemilt, D. (1987) ‘Adolescent ideas about evidence and methodology in history’, in The History Curriculum for Teachers, ed C. Portal, Falmer, London, pp. 62–99.


Valentine, W. (2017) ‘From road map to thought map: helping students theorise the nature of change’, Teaching History, no. 167, pp. 30–35, [online] Available at: https://www.history.org.uk/publications/resource/9221/from-road-map-to-thought-map-helping-students-the


Vivancos, A. E. & Ferrer, L. A. (2018) ‘What is historically significant? Historical thinking through the narratives of college students’, Educação e Pesquisa, vol. 44, pp. 1–16. doi: 10.1590/S1678-4634201709168641
Published
2020-09-10
How to Cite
PeñalbaE. H., SamaniegoC. R. C., & RomeroS. M. A. (2020). Digital storytelling: a tool for promoting historical understanding among college students. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2348
Section
Original Research Articles