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Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism

Parsons, S; Guldberg, K; Porayska-Pomsta, K; Lee, R; (2015) Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism. International Journal of Research & Method in Education , 38 (3) pp. 247-271. 10.1080/1743727X.2015.1019852. Green open access

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Abstract

Storytelling is a powerful means of expression especially for voices that may be difficult to hear or represent in typical ways. This paper reports and reflects on our experiences of co-creating digital stories with school practitioners in a project focusing on embedding innovative technologies for children on the autism spectrum in classroom practice. The digital stories were short films or narrated sequences of slides and images that conveyed key views about experiences and practices with or around the technologies. The creation of the digital stories aimed to empower schools and individual teachers to construct and share their own authentic narratives and to build case examples of creative technology-enhanced teaching and learning. Through focusing on our experiences with one of the schools, we examine the use of digital stories as a method for enabling knowledge co-creation with practitioners and we discuss the evidential potential of digital stories. We argue that the co-creation of digital stories enabled teachers to find their voice in critiquing the usability, usefulness, efficacy and flexibility of the technologies. Furthermore, the stories, both the process of their creation and the final artefacts, provided a concrete grounding for knowledge co-creation about teaching practices and authentic technology-enhanced learning.

Type: Article
Title: Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/1743727X.2015.1019852
Publisher version: http://dx.doi.org/10.1080/1743727X.2015.1019852
Additional information: © 2015 The Author(s). Published by Taylor & Francis. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Permission is granted subject to the terms of the License under which the work was published. Please check the License conditions for the work which you wish to reuse. Full and appropriate attribution must be given. This permission does not cover any third party copyrighted material which may appear in the work requested.
Keywords: evidence-based practice, knowledge co-creation, digital stories, participatory research, schools, autism,technology-enhanced learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1473258
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