Abstract
The New Zealand Curriculum online digital stories are provided to support schools as they implement the New Zealand Curriculum. However, little is currently known about the use and effect of these stories on either the schools who create them or on those who view them. This research project aims to address this and is in two parts: 'Windows of possibility' and 'Mirrors of practice'. Windows of possibility explores: 'what is it about you telling your story that is effective for me?' Mirrors of practice explores: 'what is it about me telling my story that is effective for me?'
Digital stories as windows of possibility were examined using an online survey, and four semi-structured interviews resulting in four case studies. Digital stories as mirrors of practice were examined through two group interviews with members of a school who had taken part in an NZC online digital story. These two interviews were written as case studies.
It was found that the NZC online digital stories were used as professional development resources and allowed educators to see and share the possibilities of curriculum practice. The research revealed that the stories were of sufficient complexity to be employed by a wide range of educators spanning different experience, roles, and sectors and that they had different uses and effects according to an educator's role or level of experience. A review of the literature warned that guidance was necessary to recognise exemplary practice and connection to theory in digital stories. This research uncovered that in many cases the community of users were providing this guidance as they shared the stories with others and used them in professional development sessions.
The digital story telling process was also found to be a cycle of inquiry. The storytellers provided the story for the benefit of the New Zealand education community, however, found that the process was also beneficial for their school curriculum development and led to plans for further development. The process was not just one of telling the story of development, but was actually a step in the continual process of curriculum development for the school.