Titlebook: Digital Storytelling for Educative Purposes; Providing an Evidenc Phillip Alexander Towndrow,Galyna Kogut Book 2020 Springer Nature Singapo

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Pulling It All Togetherrch questions outlined in Part I. We will show how the students’ and teacher’s digital stories are connected through times, places and spaces that are deeply personal, situated and relational. We will then explore how teachers and students can put digital storytelling as an empowering pedagogy into practice in classrooms.

Acumen

https://doi.org/10.1007/978-981-15-8727-6Digital storytelling as learning; Dialogicity of teaching and learning; Dialogism in the classroom; Ped

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Mechanical and Chemical Diagenesisp-based tableaux and improvisations. After a while, we began to notice that she tended, at times, to be noisy and a little rough with her counterparts. She also gave the impression occasionally that she did not care much about the people and events around her but this may have been a ‘front’ or ‘mas

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Mechanical and Chemical Diagenesisporty’ person seemed to enjoy the flexibility and freedom associated with teamwork and moving around in storytelling tasks. In particular, we noticed S.’s fun-loving nature and her explicit family-orientation.

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Sediments of Adjacent Seas and Estuariesl girl who was careful and guarded in her dealings with others. Yet, she was clearly intelligent and thoughtful. She also showed us on numerous occasions that she valued friendships and wanted to move beyond certain aspects of her personal life. By the end of our time in B.’s school, she opened up a

不朽中國

Sediments of Adjacent Seas and Estuariesnd professional learning evolved as direct responses to his students’ work in-and-outside of class. A particularly interesting aspect of R.’s identity as a teacher and storyteller relates to his self-expression as an act of digital design for his colleagues and students in school.

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