ABSTRACT
This chapter examines disciplinary ways of using technology to support teaching and learning, digital story telling (DST) in academic programs across disciplines, and assessment challenges that are associated with DST. Disciplinary preferences and characteristics provide helpful insights into the learning of subject-specific content; however, stories help the learner make connections across disciplinary bodies of knowledge, broadening understanding. The process of producing a digital story requires knowledge and skills that are grounded in multiple disciplines, so it is inherently interdisciplinary. DST is a strategy to support the development of Technological Pedagogical Content Knowledge (TPCK). Robin, White, and Abrahamson describe several interdisciplinary linked courses that utilize DST as a fulcrum for learning across subject areas at the University of Houston in Texas. In particular, DST has been used to facilitate the development of TPCK. Stories from the natural environment can provide students with an opportunity to integrate their existing knowledge with developing expertise.
