Now What? (Education and Technology in a Post COVID World)

I’m starting to believe that doctoral work is not about what you know, but rather all about being surprised at how much you do not know. It’s humbling and exciting all at once, and more than a little overwhelming.

This week, I wanted to dive further into the concept of using digital storytelling in education and, instead, stumbled into a rabbit hole of politics and recent events. I intend to explore these ideas by reading further into Stocchetti’s 2016 anthology, but here is a glimpse at what I’ve uncovered so far this week.

Stocchetti (2016) explores the role that storytelling plays in education in what he dubs “the digital age” (p. 1). He explains that his goal is to focus on “the impact of the digitalization of education (‘the digital turn’) on the educational role of storytelling” (p. 5).

Interestingly, he (Stocchetti, 2016) believes that both education and storytelling are key influences in how society constructs reality. I found this fascinating, given recent scandals regarding fake news and political divides.

“The ideas that images ‘have power,’ that digital community can compensate for the isolation of the individual and that the digital ‘revolution’ brings about the ‘end of history’ and politics are influential manifestations” of what he calls the myths of technocentrism (Stocchetti, 2016, p. 13).

This anthology was published in 2016. I would posit that Stocchetti has the gift of second sight…but I digress and will save those thoughts for another day.

Stocchetti (2016) cites many factors that contribute to the issue above, including what he dubs “the politics of education, the functions of storytelling and the problem of control” (p. 13). While selecting this particular work was intended to further my understanding of using storytelling in education, I now intend to further explore his ideas on the ties between education and politics, including his exploration of the cause and effect relationship education has had on society and historical events unfolding. In fact, I have another book in mind that explores the history of education in America and its impact on society at large.

Later in his introduction to the anthology, Stocchetti (2016) warns that incorporating digital storytelling into student curriculum may be more complicated than it appears at first glance. He gives examples of the digital divide and the time needed for students to learn digital tools and complete assignments. In my ongoing quest to understand exactly how COVID-19 impacted education overall, I intend to explore more of this ideas as well in anticipation of what the other authors in the book have to say on the subject.

Until next time…

Stocchetti. (2016). Storytelling and education in the digital age: experiences and criticisms (Stocchetti, Ed.). PL Academic Research.