Digital Storytelling: An Emerging Institutional Technology?
Digital Storytelling: An Emerging Institutional Technology?
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数字化叙事：新兴的制度技术？
DOI：
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发表时间：
2009
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影响因子：
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通讯作者：
Patrick R. Lowenthal
中科院分区：
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作者：
Patrick R. Lowenthal
教育容易受到潮流的影响（Maddux & Cummings 2003）。技术革新在教育方面带来了许多未能达到预期的时尚（Oppenheimer 1997）。尽管讲故事最近复兴了，但讲故事并不是一种时尚；它在历史上一直用于教学和学习（Abrahamson 1998）。故事有助于从经历中获得意义（Bruner 1996; Schank 1990）。经验，以及为理解这些经验而创造的故事是学习的关键（Schank 1990; Zull 2002）。故事还有助于建立与先前知识的联系，提高记忆力（Schank 1990）。因此，好的故事“比缺乏故事的课程更能被学生记住”（Rex, Murnen, Hobbs & McEache 2002: 787）。考虑到讲故事在生活和学习中的核心作用以及过去20年的技术爆炸，发现数字讲故事进入学术主流并不奇怪（Ohler 2005/2006）。然而，尽管数字讲故事越来越受欢迎，但它在课堂上的地位仍不明朗。
Education is susceptible to fads (Maddux & Cummings 2003). Technological innovations have brought about a number of fads in education that have failed to meet expectations (Oppenheimer 1997). Despite storytelling’s recent renaissance, storytelling is not a fad; it has been used throughout history for teaching and learning (Abrahamson 1998). Stories help make meaning out of experience (Bruner 1996; Schank 1990). Experience, and the stories created to make sense of that experience, is key to learning (Schank 1990; Zull 2002). Stories also help build connections with prior knowledge and improve memory (Schank 1990). As a result, good stories “are remembered longer by students than lessons that lack them” (Rex, Murnen, Hobbs & McEache 2002: 787). Given storytelling’s central role in living and learning and the technological explosion during the past 20 years, it is not surprising to find digital storytelling entering the academic mainstream (Ohler 2005/2006). However, despite the growing popularity of digital storytelling, its place in the classroom is still unclear.