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Designing a Digital Story Assignment for Basic Writers Using the TPCK Framework- Annotated Bibliography

Bandi-Rao, S., & Sepp, M. (2014). Designing a Digital Story Assignment for Basic Writers

Using the TPCK Framework. Journal Of Basic Writing, 33(1), 103-123.

This article describes work the authors did with a group of students who were enrolled in a course which would prepare them for college writing. Using the TPCK framework they designed a unit that helped the students tell a story through digital tools. They began by having students write their story and revise it on paper anywhere between three to five times. Once final revisions were made, students began recording their stories. The recorded stories were presented to other students in the class for feedback and then presented to the class as a whole formally once all edits and re-recordings were complete.

In this article, the authors point out that students actually created better stories when they listened to their recordings. Students were not required but wanted to create new recordings with further edits they had made. This article demonstrates a couple of different things. It shows how working with different modes to create content can help to create a better understanding of different skills. Here, students were able to better identify flaws in their writing by listening to their story. This article also demonstrates how creating media for a larger audience can affect motivation.

As a former English teacher, I am intrigued by the possibilities for further research. Student excitement for writing is not always where the teacher wants it to be and utilizing media tools, such as the recordings made by these students, could help to create more enthusiasm for writing. One could also look into how using multiple modes to create a piece of work can help to develop skills as opposed to repeating the same mode multiple times.