There are different approaches in integrating technology in teacher education programs. Choosing effective technology assignments and projects are an important design element in pre-service technology courses. This paper will share the experience of implementing and examining a cross-curricular assignment digital story that was assigned in two separate courses, an educational technology course and an introduction to literacy course, over a two-year period. Students enrolled in the first-year teacher education program were the participants of this study. There was a lack of significant research regarding cross-curricular assignments at the collegiate level. This research examining motivation and cross-curricular tasks can help mitigate this dearth of research on the topic. The purpose of this study is to learn if students will be more motivated to complete the cross-curricular assignment, which was the creation of a digital story, compared to the stand-alone assignments. We expect our students to see value in combining the skills from both classes to create a meaningful project with real-world use. This study implemented survey research using quantitative data to acquire better insight and understanding of how motivated these assignments were for our students according to the ARCS design model. Results reveal that students found the cross-curricular assignment more motivating to complete than the stand-alone assignments. With the digital storytelling assignment, the task was assessed for both technological skills and vocabulary tier understanding. This allowed for the creation of more meaningful digital storytelling which is believed to have made the task more motivating.
| Published in | American Journal of Education and Information Technology (Volume 4, Issue 2) |
| DOI | 10.11648/j.ajeit.20200402.14 |
| Page(s) | 66-72 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Cross-Curricular Digital Storytelling Assignments to Measure Motivation
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APA Style
Shahrzad Vafa, Janelle Bouknight. (2020). Cross-Curricular Digital Storytelling Assignments to Measure Motivation. American Journal of Education and Information Technology, 4(2), 66-72. https://doi.org/10.11648/j.ajeit.20200402.14
ACS Style
Shahrzad Vafa; Janelle Bouknight. Cross-Curricular Digital Storytelling Assignments to Measure Motivation. Am. J. Educ. Inf. Technol. 2020, 4(2), 66-72. doi: 10.11648/j.ajeit.20200402.14
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Download@article{10.11648/j.ajeit.20200402.14,
author = {Shahrzad Vafa and Janelle Bouknight},
title = {Cross-Curricular Digital Storytelling Assignments to Measure Motivation},
journal = {American Journal of Education and Information Technology},
volume = {4},
number = {2},
pages = {66-72},
doi = {10.11648/j.ajeit.20200402.14},
url = {https://doi.org/10.11648/j.ajeit.20200402.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20200402.14},
abstract = {There are different approaches in integrating technology in teacher education programs. Choosing effective technology assignments and projects are an important design element in pre-service technology courses. This paper will share the experience of implementing and examining a cross-curricular assignment digital story that was assigned in two separate courses, an educational technology course and an introduction to literacy course, over a two-year period. Students enrolled in the first-year teacher education program were the participants of this study. There was a lack of significant research regarding cross-curricular assignments at the collegiate level. This research examining motivation and cross-curricular tasks can help mitigate this dearth of research on the topic. The purpose of this study is to learn if students will be more motivated to complete the cross-curricular assignment, which was the creation of a digital story, compared to the stand-alone assignments. We expect our students to see value in combining the skills from both classes to create a meaningful project with real-world use. This study implemented survey research using quantitative data to acquire better insight and understanding of how motivated these assignments were for our students according to the ARCS design model. Results reveal that students found the cross-curricular assignment more motivating to complete than the stand-alone assignments. With the digital storytelling assignment, the task was assessed for both technological skills and vocabulary tier understanding. This allowed for the creation of more meaningful digital storytelling which is believed to have made the task more motivating.},
year = {2020}
}
TY - JOUR T1 - Cross-Curricular Digital Storytelling Assignments to Measure Motivation AU - Shahrzad Vafa AU - Janelle Bouknight Y1 - 2020/08/10 PY - 2020 N1 - https://doi.org/10.11648/j.ajeit.20200402.14 DO - 10.11648/j.ajeit.20200402.14 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 66 EP - 72 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20200402.14 AB - There are different approaches in integrating technology in teacher education programs. Choosing effective technology assignments and projects are an important design element in pre-service technology courses. This paper will share the experience of implementing and examining a cross-curricular assignment digital story that was assigned in two separate courses, an educational technology course and an introduction to literacy course, over a two-year period. Students enrolled in the first-year teacher education program were the participants of this study. There was a lack of significant research regarding cross-curricular assignments at the collegiate level. This research examining motivation and cross-curricular tasks can help mitigate this dearth of research on the topic. The purpose of this study is to learn if students will be more motivated to complete the cross-curricular assignment, which was the creation of a digital story, compared to the stand-alone assignments. We expect our students to see value in combining the skills from both classes to create a meaningful project with real-world use. This study implemented survey research using quantitative data to acquire better insight and understanding of how motivated these assignments were for our students according to the ARCS design model. Results reveal that students found the cross-curricular assignment more motivating to complete than the stand-alone assignments. With the digital storytelling assignment, the task was assessed for both technological skills and vocabulary tier understanding. This allowed for the creation of more meaningful digital storytelling which is believed to have made the task more motivating. VL - 4 IS - 2 ER -
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