Digital storytelling to engage postgraduates in reflective practice in an emerging economy

Abstract

Many emerging economies are just beginning to consume digital content meaningfully. In the field of education in particular, such technology could help to narrow the gap between teacher training and the expectations of a post-colonial, post-apartheid education system in an emerging economy. However, it is important that the use of technology in education be guided by sound pedagogical principles. Digital storytelling is not a new concept and is now part of the academic mainstream. It is increasingly recognised for its contribution to reflective practice, essential for professional development. This qualitative research aimed to introduce postgraduates to the value of reflective practice through digital storytelling. The study is located in a social constructivist paradigm. Data was collected through digital stories, individual written reflections, and focus group reflections. Data analysis involved coding, categorising and the identification of emerging themes. The findings established that pedagogical knowledge alone cannot prepare teachers to offer meaningful learning opportunities for all learners. Digital storytelling, however, can be incorporated in teacher training programmes in order to foster a culture of reflective practice for professional development.

Keywords: digital storytelling; emerging economies; learner diversity; learning support; reflective practice; teacher professional development