This chapter outlines the theoretical and policy implications of the study’s findings, how they may inform future research in this area and meaningful curricular reform. While technology has a significant role to play in such reform, the best learning does not occur between student and interface, but through the relationships and interactions of students and teachers as well as among students themselves. Thus digital interventions within the proposed reformed system must depart from passive, broadcast interaction, to the facilitation and augmentation of such relationships. Moreover, this section will outline potential possibilities with regard to how such reform might be implemented in actual, educational activities and processes, primarily in the form of digital storytelling. As such, it will not only excavate and analyse the primary theoretical values underlying deeply embedded concepts surrounding education but also detail how such concepts manifest in the relationships and interactions of the classroom environment.
KeywordsDigital learning interventions Digital storytelling Standardised testing Independent assessment Empowering teachers Peer learning Collaborative learning Shakespeare and the leaving cert Macbeth at second level Educational reform Curricular reform Educational policy Learning environment design Digital literacy Multiliteracies Multimedia learning Passive learning Rote learning Holistic education Critical thinking Shakespeare at second level Digital arts Classroom based assessment Continuous assessment Media manipulation
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