Bringing Technology into the Classroom through Digital Storytelling (original) (raw)
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The Teaching of Integrated English Productive Skills through DIgital Storytelling Project
Yang bertanda tangan di bawah ini, mengesahkan karya inovasi pembelajaran berjudul THE TEACHING OF INTEGRATED ENGLISH PRODUCTIVE SKILLS THROUGH DIGITAL STORYTELLING PROJECT AT GRADE VIII OF SMPN 5 PANGGANG ACADEMIC YEAR 2015/2016 Adalah karya inovasi pembelajaran yang dibuat oleh LAILY AMIN FAJARIYAH, M.Pd Gunungkidul, April 2016 Yang mengesahkan, Kepala Sekolah SMPN 5 Panggang PUNIDI, S.Pd, MM NIP. 19630201 198903 1 014 PREFACE Praise is to Allah, the Almighty, the Cherisher, the most Gracious and the most Merciful, who always blesses and gives guidance to me so I was able to finish this teaching innovation entitled "THE TEACHING OF INTEGRATED ENGLISH PRODUCTIVE SKILLS THROUGH DIGITAL STORYTELLING PROJECT AT GRADE VIII OF SMPN 5 PANGGANG ACADEMIC YEAR 2015/2016" to be submitted in the Competition of Teaching Innovation Lomba Inovasi Pembelajaran dalam Rangka Dies Natalis UNY ke 52.
DIGITAL STORYTELLING: AN ACTIVE LEARNING TOOL FOR IMPROVING STUDENTS' LANGUAGE SKILLS
Storytelling method is an inevitable part of English Language classes. Stories are always an inspiring pedagogical tool to develop different language skills and to inculcate values and culture. In the present technological world, students lack the initiative to read stories and improve their reading skills. They lack interest in reading which has resulted poor reading and writing skills. Thus, a case study was done by integrating a technical tool to motivate students to read and improve their language skills and creativity. The study also aims to give a better understanding of the usage of multimodal approach like Digital storytelling in language learning classrooms. Microsoft photo story 3 was chosen to develop the stories into digital and 24 students of English Foundation level 2 were selected for the study. An evaluation rubric was developed to assess student's digital story together with a survey to get students' perception about the digital storytelling device in English classrooms. The study found the effectiveness of Digital story as a tool in enhancing their involvement in learning process and improving their reading, writing and creative skills. their reading and writing skills by the end of the project. Throughout the process of story building, they developed how to organize, cooperate and collaborate to reach their goal. The tool can be implemented for blending learning purposes where the teachers or the students make their own contents and share to others.
The aim of this study is to examine prospective teacher' views on digital storytelling activities. The sample of the study included 51 students studying at Department Of Primary Education at Bayburt University in the spring semester of 2015-2016 academic year. As a data collection tool, " Personal Information Form " and " Interview Form for Digital Storytelling Activities " with open-ended questions which were developed by the researchers were prepared and applied. Data obtained from prospective teacher was subjected to content analysis which is among qualitative analysis methods and was interpreted. According to research findings, prospective teacher have the opinion that digital storytelling activities are useful because they are remarkable, provide persistence in learning, and apply to multiple types of intelligence. Prospective teacher indicated that digital storytelling activities can be used effectively in verbal lessons because they think that verbal lessons are more suitable to be told with story. Also they stated that there could be a number of challenges such as an appropriate environment and the qualification of teachers in the preparation and implementation. The majority of the prospective teacher expressed that they did not experience such activities in most classes throughout their educational life.
Integrate Digital Storytelling in Education
Journal of Education and Practice, 2015
In the 21st century, educators believe using technology can be an effective factor in education for the new generation, making educational goals easier to achieve. In fact, technology is being studied by teachers and implemented into classrooms for a positive effect on student learning. Many teachers are integrating multimedia tools in teaching students different skills including synthesizing, analyzing, evaluating, and presenting information. When students use technology, they learn to convert data into information and transform information into knowledge. Also, using multimedia tools gives students the opportunity to participate and interact in the classroom. Consequently, the trend for integrating technology into education has become more widespread in most schools today. Digital storytelling is one of the multimedia tools that can support teaching and learning as well as students' motivation. This research explores how digital storytelling can be an effective tool for both teachers and students in order to support learning and skills.
DIDAKTIKA : Jurnal Pemikiran Pendidikan
This study aimed to investigate the students’ perception on the use of digital storytelling as a media in learning to speak English at 3rd grade students at Anuban Chumchon Phukradueng School, one of the junior high schools in Loei, Thailand. The method used in this study is a qualitative method. A descriptive qualitative design was employed as a research design in this study. The subject of this study was 35 students. The instrument used in this study was adapted questionnaire and interview from the other researcher. According to the findings of this study, using digital storytelling can help students developed their speaking abilities. It could be seen from the result of questionnaire, most of students find digital storytelling help them in improving their speaking skills. Furthermore, students gave positive responses during interviews. Digital storytelling is an engaging and enjoyable method for students studying English. Because as a media, digital storytelling provide video tha...
Proceedings of the 3rd NFE Conference on Lifelong Learning (NFE 2016), 2017
This article discus about digital storytelling as supporting materials for the e-learning portal in students of Non-Formal Department. It tells about the process to create a digital storytelling as teaching aid for literal listening subject. It has urgency to give contribution for the effective and fun English learning. Qualitative approach is used to analyze the data. The research started with collecting sources for creating the digital storytelling on stories entitled "Aunt "Polly" and "Tom Fight" by Mark Twain. It started from inventorying the teaching and learning stuff such as syllabus, lesson plan, software, and the digital contents of the storytelling made. The researchers choose Audacity 3.5 Beta, and Windows Moviemaker 2.6, as the software for editing audio and creating video. The stories are made for improving the students listening skills either bottom-up or top down. The result of this research proves digital storytelling can be used in E-learning portal, such as Edmodo. The questionnaires result shows that digital storytelling is an interesting material, but need to be modified more in e-learning.
SPaCE Edu Journal, 2016
Today's teachers are challenged to develop their knowledge which is not just limited to the knowledge of the conventional classroom management, teaching techniques and the ability to achieve the learning outcomes of the curriculum goals. Teachers are also required to have knowledge of how to maximize the learning experience of students by utilizing the technology available and accessible to students. This concept is included within the framework of Technological, Pedagogical and Content Knowledge delivered by Mishra and Koehler (2006) in which teachers are encouraged to not only be a consumer but also a designer and manufacturer of educational technology products in accordance with the content knowledge and pedagogical model that will be delivered. This research used the case study method, which involved 5 English teachers of elementary schools in Bandung. The instruments used include TPACK surveys, observation sheet, interview guide and artifact in the form of lesson plan for Digital Story. This research is expected to optimize the development TPACK elementary school teachers and develop their ability to integrate technology in language learning with appropriate content and context of each school.
The Aplication of Digital Storytelling in Teaching Speaking
Dialectical Literature and Educational Journal, 2021
The first aim of this study was to explore the application of digital storytelling in teaching speaking at the students of state senior high school No 1 Pelepat Kabupaten Bungo. Second, it aims to explore the benefits of digital storytelling in contributing to speaking class. Third, it aims to explore the participants’ perception. This study used qualitative method. The data collection technique used was observation, interview, and audiovisual material. The participants were an English teacher and six of twenty-four students of eleventh grade. The sampling technique used was purposive sampling. The data was analyzed qualitatively by using triangulation. The first finding was digital storytelling use in teaching speaking as in the following procedures: writing the story, recording the story, collecting related pictures, combining (recording and relevant images), and the last step was presenting and evaluating. The second findings was the application of digital storytelling had some b...
Digital storytelling project is one of ICT-based English instructions to promote the teaching of integrated productive skills of English at Grade VIII Semester 1 SMPN 5 Panggang, Gunungkidul in the Academic Year 2015/2016. The project adapts the project-based writing instruction (Hyland, 2003: 10-14) and the model of multimedia-based instructional design by Lee and Owens (2004). This project consists of some phases, those are: (1) selection of topic, (2) design, (3) development, (4) evaluation, and (5) publication. The results of the digital storytelling project were four digital stories made by students, they are entitled: (1) Depok, beach of pleasure, (2) Lovely Indrayanti, (3) Magnificent Prambanan, and (4) the Charming Yogyakarta Palace. They can be accessed in www.youtube.com. The digital storytelling project is also believed to: (a) make students feel happy during the instruction, (b) improve students' participation in the instructional processes, (c) improve students' writing skills, (d) improve students' skills in describing places orally, and (e) improve students' ICT literacy skills.
Digital Storytelling as a Teaching Medium in Reading Classroom
2017
As we know that teaching reading of short stories is to make students more understand about the material and can analyze the contents of the story including the moral value, plot, setting, and characters in the story. The objective of this study were to find out (1) what the students` initial condition on reading short stories texts before using the developed digital storytelling are, (2) how the digital storytelling developed for teaching reading of short stories students at English education study program university of Baturaja is, (3) how effective the developed digital storytelling used for teaching reading of short stories is. The result of this study was this digital storytelling was developed on the basis of questionnaire results and interview result. it was found that the media of digital storytelling should cover the need of the students which has some criteria such as after reading the short stories hopefully they can increase their vocabulary, they like to read dramatic a...