Supporting Sustained Creative Work With Ideas Through Multimodal Learning

• In Event: Technology Integration and Effectiveness in Early Childhood and Elementary Education

Abstract

Utilizing principles of digital storytelling set within the framework of the Knowledge Building pedagogical theory, Grade Two students were able to successfully navigate and mitigate the pitfalls of hybrid learning during the global pandemic. Students finished the year with a deeper, diverse, and more robust understanding of their learning journey. This paper highlights how the use of digital storytelling practices across multiple mediums allowed for more creative and engaged learning heightened by students’ understanding of their own metacognition, which sustained their creative work with ideas over the entirety of the year.

Authors

• Robert Huang, University of Toronto

• David Osorio, University of Toronto