Education digital storytelling (EDS) refers to digital storytelling in education. EDS is often presented as a technology-enhanced learning approach with powerful educational benefits. The use of EDS as a tool to support students to consider and pursue a meaningful life based on their interests, talents, and aspirations is spreading. Due to its nature, EDS could be an optimal tool to create and share digital stories to stimulate career plans. This paper deals with the educational uses of digital storytelling and presents an overview of how EDS can be used to support career guidance. It concludes with a brief description of the NEFELE Erasmus+ project that will implement tangible user interfaces (TUIs) in the classrooms to promote the EDS as a tool for career intervention.

Educational Digital Storytelling: Empowering Students to Shape Their Future / Parola, Anna; DI FUCCIO, Raffaele; Somma, Federica; Miglino, Orazio. - 1606 CCIS:(2022), pp. 119-129. [10.1007/978-3-031-15845-2_8]

Educational Digital Storytelling: Empowering Students to Shape Their Future

Anna Parola
;
Raffaele Di Fuccio;Federica Somma;Orazio Miglino
2022

Abstract

Education digital storytelling (EDS) refers to digital storytelling in education. EDS is often presented as a technology-enhanced learning approach with powerful educational benefits. The use of EDS as a tool to support students to consider and pursue a meaningful life based on their interests, talents, and aspirations is spreading. Due to its nature, EDS could be an optimal tool to create and share digital stories to stimulate career plans. This paper deals with the educational uses of digital storytelling and presents an overview of how EDS can be used to support career guidance. It concludes with a brief description of the NEFELE Erasmus+ project that will implement tangible user interfaces (TUIs) in the classrooms to promote the EDS as a tool for career intervention.
2022
Educational Digital Storytelling: Empowering Students to Shape Their Future / Parola, Anna; DI FUCCIO, Raffaele; Somma, Federica; Miglino, Orazio. - 1606 CCIS:(2022), pp. 119-129. [10.1007/978-3-031-15845-2_8]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11588/920059
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