Digital Storytelling Implementation in an ECASA Program
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This paper investigated the viability of using digital storytelling in a South Korean elementary school ECASA (English Club After-School Activity) program. This exploration was undertaken by development of an appropriate multimedia-based teaching initiative, integrated alongside traditional classroom teaching material, as part of normal classroom procedure. To evaluate and report upon this implementation, investigation was undertaken by examining practitioner notes and student comments to form a 'teaching diary,' and interpreting these observations as augmented by video recordings of classroom sessions. Although multimedia and technology use was integrated into classroom teaching in a manner that promoted student learning, a number of practitioner frustrations emerged. These frustrations centered upon time management pressures, infrastructure limitations, and classroom support requirements. However, these were offset by student successes, particularly those associated with engagement, empowerment, digital literacy improvement, linguistic practice, and target language production. Ultimately the implementation of digital storytelling for English language learning at this level shows promise, and this was coupled with some rather exciting but unexpected consequences regarding ECASA program interest. Of further significance, the ECASA program successfully emerges as an arena from which practitioners can enhance their teaching repertoire, while practically trialing and assessing the potential of prospective multimedia-based teaching techniques.
Abstract
This paper investigated the viability of using digital storytelling in a South Korean elementary school ECASA (English Club After-School Activity) program. This exploration was undertaken by development of an appropriate multimedia-based teaching initiative, integrated alongside traditional classroom teaching material, as part of normal classroom procedure. To evaluate and report upon this implementation, investigation was undertaken by examining practitioner notes and student comments to form a 'teaching diary,' and interpreting these observations as augmented by video recordings of classroom sessions. Although multimedia and technology use was integrated into classroom teaching in a manner that promoted student learning, a number of practitioner frustrations emerged. These frustrations centered upon time management pressures, infrastructure limitations, and classroom support requirements. However, these were offset by student successes, particularly those associated with engagement, empowerment, digital literacy improvement, linguistic practice, and target language production. Ultimately the implementation of digital storytelling for English language learning at this level shows promise, and this was coupled with some rather exciting but unexpected consequences regarding ECASA program interest. Of further significance, the ECASA program successfully emerges as an arena from which practitioners can enhance their teaching repertoire, while practically trialing and assessing the potential of prospective multimedia-based teaching techniques.
참고문헌 (35)
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