Digital Storytelling and Its Implications for Biliteracy Development in Bhutan

• In Event: Digital Bilingualism and Biliteracy: Technology Innovations in Bilingual Education Research

Abstract

This qualitative study examines the use of digital storytelling as an instructional intervention for improving and enhancing classroom discourse among public school students in rural Bhutan. The introduction of this new method of classroom discourse using technology posed interesting insights into the bi-literacy practice in the classroom and community as a whole, and presents illuminating results on how technology could aid in improving bi-literacy development among children who learn in a bilingual environment. Results also demonstrate how technology instruction and infrastructure inherently positions ethical and cultural differences between education personnel, school children and their families who view different purposes and outcomes for new technologies.

Author

• Khendum Gyabak, Indiana University - Bloomington