Special Education Teacher’s professional development through digital storytelling

This research presents the results of an exploration of special education teachers' understanding of how their participation in workshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education. This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachers during the workshop-based digital storytelling process. We used a convergent parallel mixed-method research design approach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results of this study indicated that the SELI smart learning platform had shown good usability in supporting teachers during the workshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digital storytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes are expressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create more inclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. They expressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, and learning through DST. Moreover, teachers could reflect their idea about using DST in terms of its potential impact on inclusion in the classrooms for driving change, building meaningful learning, and influential practice when used in the classroom

Special Education Teacher’s professional development through digital storytelling

 This research presents the results of an exploration of special education teachers’ understanding of how their participation inworkshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education.This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachersduring the workshop-based digital storytelling process. We used a convergent parallel mixed-method research designapproach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results ofthis study indicated that the SELI smart learning platform had shown good usability in supporting teachers during theworkshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digitalstorytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes areexpressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create moreinclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. Theyexpressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, andlearning through DST. Teachers could reflect their idea about using DST in terms of its potential impact on inclusion in theclassrooms for driving change, building meaningful learning, and influential practice when used in the classroom

Special Education Teacher’s professional development through digital storytelling : [Desarrollo profesional de maestros de educación especial a través de la narración digital]

Validerad;2022;Nivå 2;2022-02-04 (johcin)</p