Volume 4, Issue 2, December 2020, Page: 66-72
Cross-Curricular Digital Storytelling Assignments to Measure Motivation
Shahrzad Vafa, Department of Education and Human Development, University of Houston, Houston, United States of America
Janelle Bouknight, Department of Education and Human Development, University of Houston, Houston, United States of America
Received: Jul. 1, 2020;       Accepted: Jul. 20, 2020;       Published: Aug. 10, 2020
DOI: 10.11648/j.ajeit.20200402.14      View  223      Downloads  50
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.
Cross-Curricular Digital Storytelling Assignments to Measure Motivation
To cite this article
Shahrzad Vafa, Janelle Bouknight, Cross-Curricular Digital Storytelling Assignments to Measure Motivation, American Journal of Education and Information Technology. Vol. 4, No. 2, 2020, pp. 66-72. doi: 10.11648/j.ajeit.20200402.14
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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