Jana Willis

Introducing Digital Storytelling to Influence the Behavior of Children and Adolescents

Storytelling as a creative counseling tool for children is well supported in counseling literature (Bradley, Whiting, Hendricks, Parr, & Jones, 2008; Burns, 2004; Pehrsson, 2005). Storytelling, whether in the form of oral, pictorial, written, or film media, has been an essential element in the lives of mankind throughout history (McClean, 2007). Stories help in the exchange of experiences from one individual to another. Now with the growth and accessibility of multimedia tools, the practice of storytelling as a counseling tool with children can be expanded through the use of technology. The creation of the digital stories can be therapeutic for both the originator and the viewer. This article includes an introduction to digital storytelling and a description of a pilot program.

Self-Efficacy of Beginning Counselors to Counsel Clients in Crisis

Crisis situations are becoming more and more prevalent in our society today, and as a result, counselors should be aware of the overarching effects of various crisis situations and how they can affect their clients. The purpose of this study was to examine the effect of preparedness on beginning counselors’ levels of self-efficacy and their perceived abilities to handle crisis interventions. A purposeful sample of master’s-level counseling students, enrolled in a Crises Intervention Preparation course for Mental Health Responders, were administered the Counselor’s Self-Efficacy Scale to assess their levels of self-efficacy. Findings indicated that counseling students who studied theoretical strategies for approaching various crises, assessed the realities associated with their prospective client base, and tentatively planned flexible intervention models felt confident in their abilities to make effective decisions for supporting clients during crisis situations.

Flip This Classroom: A Comparative Study.

Abstract The purpose of this research was to compare the beliefs and attitudes of teachers using the flipped versus the traditional class model. Survey and interview data were collected from a matched sample of in-service teachers representing both models from a large suburban southeastern Texas school district. The Attitude Towards Technology Scale, the Frequency of Involvement in Technology Scale, the Technology Comfort Scale, and the Technology and Teaching Efficacy Scale were administered to compare the beliefs and attitudes of teachers. Additionally, one-on-one interviews further explored the teacher beliefs and attitudes associated with the impact of technology on student engagement. Findings suggest that flipped classroom teachers have higher technology and teaching efficacy, greater comfort levels using technology, higher frequency of involvement in technology, more positive attitudes toward technology, and greater levels of student engagement.

Increasing Teacher Confidence in Teaching and Technology Use through Vicarious Experiences within an Environmental Education Context.

ABSTRACT Providing teacher candidates opportunities to engage in experiences modeling effective technology integration could improve confidence/comfort in using technology and support skill development and transfer. A purposeful sample of 424 candidates in an educational technology course was administered the Technology and Teaching Efficacy Scale to assess efficacy levels in teaching and use of technology. The course employed environmental education (EE) lessons as foundational curriculum. Findings suggest candidates, who participated in an educational technology course that included repeated exposure to experience-based EE lessons, which mimicked vicarious mastery experiences, gained understanding/awareness of practices in teaching, leading to an increased sense of preparedness and teaching self-efficacy.

Cultivating layered literacies: Developing the global child to become tomorrow's global citizen

Disappearing cultural, political and physical boundaries push humanity beyond a one-community perspective. Global citizenry requires a set of literacies that affect the ability to communicate effectively, think critically and act conscientiously. This challenges educators to consider reframing instructional practices and curricular content. The authors promote a transliterate approach spanning communication platforms, including layered literacies: critical, civic, collaborative, creative, cultural, digital, environmental, financial, and geographical. Promoting layered literacies provides a landscaped view of reality (featuring a depth and breadth of knowledge and understanding that cultivates culturally sensitive communication skills), increases critical thinking and empowers learners as agents of change. The authors advocate for a paradigm from which teachers can construct curriculum, meet the challenges of a global community and cultivate layered literacies.