Digital storytelling as a mediation tool to support in-depth reflection?
Abstract: Reflection is considered as important in education. In this contribution we examine to what extent digital storytelling supports in-depth reflection. Furthermore, we examine whether learner control leads to a higher degree of in-depth reflection when students reflect by writing a digital story. 88 reflection assignments of pre-service teachers (= bachelor preschool teachers and bachelor primary school teachers) were used in the analysis. Firstly, when students have more control over their reflection assignments, they score better on the degree of in-depth reflection than without control. Secondly, the results show that the digital stories did not contain a lot of elements of in-depth reflection.
Presider: Rodney Davis, Troy University