What does digital storytelling mean for teaching and learning? Is it another disruptive ephemeral technological fad? Or does it signal a new everydayness in schools?
These are themes that our ongoing study on the digital storytelling experience tackles with. In the study we aim to unlock teachers’ meanings of the integration of the digital in the pedagogical meeting across countries. To do so, we look into the stories resulting from semi-structured interviews of teachers and analyze emergent themes within a phenomenological standpoint.
Preliminary findings were presented 17.05.2013 at the Teacher Education and Policies in Education International conference, hosted at the University of Helsinki.
Phenomenological analysis (Spiegelberg’s (1981) steps)
• Understanding essential relationships among essences (definition of term in Ihde, 1979, 39)
• Modes of appearing
• Phenomenological reduction:
o back to the source of the meaning and existence of the experienced world; the textural description, the constituents that comprise experience in the consciousness (Moustakas); particular levels of stepping back; Ihde, 1979, 32)
• The constitution of phenomena in consciousness
• Interpreting concealed meanings
The Existential – Phenomenological system of Inquiry:
• descriptive (describing the basic structures of lived experience). The structures of consciousness are made up of strata of transactions which have been constructed into meaningful human experience so that sense can be made of existence. The system investigates the structures of orientation toward the world, which make up human experience (Polkinghorne, 203-205).