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This book examines and illustrates the potential of narrative technology, the integration and synthesis of storytelling and digital media in education. Storytelling is a foundational and powerful process in all learning and teaching, and technology is becoming ever more ubiquitous and sophisticated, particularly in its capabilities to mediate and augment creative storytelling. The book begins with a foundational analysis of narrative use in education today, and provides a history of the emergence of narrative technology. It explores how the convergence of high-potential computing and storytelling practices and techniques can be used to enhance education, in particular the design of bespoke, interactive physical learning environments. The contemporary importance of educational design is highlighted throughout the book, which concludes with the SCÉAL design-based research framework as a proposed systematic approach to the design of narrative technology in education. The book will be a valuable resource for educational designers, technologists, teachers and policymakers, especially those with an interest in the design and use of narrative technology in education.
List of contents
Chapter 1. The Age of Autobiography: Narrative Technology.- Chapter 2. Design with a Capital D.- Chapter 3. The Pestalozzi Principle.- Chapter 4. Narrative Technology and the 'Third Teacher'.- Chapter 5. SCÉAL Design-Based Research Framework.
About the author
Tony Hall is Lecturer in Educational Technology in the School of Education at the National University of Ireland Galway. A Fellow of The International Society for Design and Development in Education, he jointly leads European and national research projects in digital learning design. He was previously a second-level teacher in ICT, English, PE and Mathematics.
Summary
This book examines and illustrates the potential of narrative technology, the integration and synthesis of storytelling and digital media in education. Storytelling is a foundational and powerful process in all learning and teaching, and technology is becoming ever more ubiquitous and sophisticated, particularly in its capabilities to mediate and augment creative storytelling. The book begins with a foundational analysis of narrative use in education today, and provides a history of the emergence of narrative technology. It explores how the convergence of high-potential computing and storytelling practices and techniques can be used to enhance education, in particular the design of bespoke, interactive physical learning environments. The contemporary importance of educational design is highlighted throughout the book, which concludes with the SCÉAL design-based research framework as a proposed systematic approach to the design of narrative technology in education. The book will be a valuable resource for educational designers, technologists, teachers and policymakers, especially those with an interest in the design and use of narrative technology in education.
