Enhancing preservice teachers' digital literacy skills through the making of digital documentaries

Erica C. Boling, Kenchetta Dudley, Kanika Sachdeva

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations


This design-based research study documents one university professor's experience integrating a student-created, digital documentary project into three teacher education courses. The study explored how the instructor, using a heutagogical approach to teaching and learning, designed and revised the project over time. It also explored how students responded to creating their own digital stories and how their responses influenced revisions to the project. Data were collected from 26 students coming from three different courses. Interviews and course-related artifacts revealed how creating digital stories was challenging to students yet resulted in personal transformations. The study also highlights how engaging in self-directed learning activities reflected tensions that existed between students' and the instructor's beliefs about teaching and learning.

Original languageEnglish (US)
Title of host publicationResearch on University Teaching and Faculty Development
Subtitle of host publicationInternational Perspectives
PublisherNova Science Publishers, Inc.
Number of pages15
ISBN (Electronic)9781536109016
ISBN (Print)9781536108842
StatePublished - Jan 1 2017

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)


  • Digital literacy
  • Educational technology
  • Heutagogy
  • Teacher education


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