A DESCRIPTIVE REVIEW STUDY ABOUT DIGITAL STORYTELLING IN EDUCATIONAL CONTEXT (original) (raw)
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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.
This study was aimed at investigating the views held by preservice teachers from the department of Computer Education and Instructional Technology (CEIT) and those of 6 th grade students about the process of online digital storytelling activities as it applies to the students' education. The study was designed as a case study. The data were collected through direct observations, semi-structured interviews and surveys. The participants of the study were eight senior preservice teachers from CEIT and 47 6 th grade students from Eskisehir Cagdas Private Elementary School. The study followed two stages. In the first stage, the preservice teachers from CEIT were trained in online digital storytelling; and in the second stage, the preservice teachers performed online digital storytelling activities with 6 th grade students. According to the findings obtained in the study, the preservice teachers thought that carrying out digital storytelling activities in an online environment engages students' attention, accelerates the digital storytelling process, increases communication between students and contributes to the development of students' digital stories. In addition, both the preservice teachers and the elementary school students agreed that digital storytelling developed the students' 21 st century skills. On the other hand, the preservice teachers complained about the fact that digital storytelling activities lasted for a long period of time; that the students were reluctant to participate; and that the students copied their scenarios from the Internet; meanwhile, the students mostly complained about technical problems, about the lack of sufficient sources related to the their stories and about the extended time-taking aspect of the activity process.
Elementary Prospective Teachers' Experiences Regarding Digital Storytelling
Malaysian Online Journal of Educational Sciences, 2021
Today, there is such great progress and advancement in technology. that has affected-education. In recent years, education and business have focused on providing students with some skills that can adapt to the new life, society, economy, and working order created by the digital age (Lemke et al., 2003). These include digital literacy, 21st-century skills, exploratory thinking, effective communication, and high productivity (Jakes, 2006). Along with the concept of "information society" arising from these results, various studies have been conducted on storytelling and writing systems in order to create story-based scenarios in many sectors such as the need and progress in creative production, marketing, advertising, education, simulation, learning, entertainment, and games. More and more writers, content producers and developers in each field use digital storytelling techniques to introduce the philosophy and practices of its companies to people as well as adding interactive content to their systems (Gobel ABSTRACT Today, technology integration has become an important issue in all educational levels since preschool. With the integration of technology in the implementation of the curriculum, the learning of the students becomes permanent and the teachinglearning process is carried out effectively and efficiently. In this regard, teachers need to be prone to technology integration and have these skills. They should gain experience in technology integration and technology integration in the training they receive before the service. Therefore, this study aims to examine the elementary prospective teachers' views on their experiences about digital storytelling. Phenomenology design was used in the research. The participants of the researcher consisted of 29 prospective teachers determined according to the principle of volunteering. A questionnaire form consisting of open-ended questions developed by the researchers was used as a data collection tool. The data were analysed through using descriptive analysis. Research findings revealed that prospective teachers had positive opinions about digital storytelling, they would use digital storytelling in life studies and Turkish lessons if they were assigned. Besides, digital storytelling was identified to have contributions to the students, they encountered some problems while preparing digital stories and they had some recommendations for these problems. Various recommendations were developed based on the research results.
Turkish Teachers’ Views Regarding the Use of Digital Story Telling in Turkish Lessons
2021
With some innovations brought by the age of technology and science, storytelling has also gained different dimensions. Digital storytelling has emerged with the addition of elements such as sound, video, image, effect and music to traditional storytelling and sharing these stories on digital media. In this study, it was aimed to determine the views of Turkish teachers about using digital storytelling in Turkish lessons. Case study, one of the qualitative research methods, was used in the study. The participants of the study consisted of 20 Turkish teachers who were determined through easily accessible situation sampling, one of purposeful sampling methods. The “Semi-Structured Interview Form” developed by the researchers was used to determine the teachers’ views on using digital storytelling in their lessons. Teachers’ views were analyzed through content analysis. As a result of the research, it was seen that most of the teachers did not have detailed knowledge about digital storytelling. It was determined that the digital literacy skills of teachers were not at the desired level. Teachers stated that they consider digital storytelling as a suitable teaching tool to be used in Turkish lessons, digital storytelling is an effective learning tool and that can support the development of the four basic language skills, especially listening and writing skills.
Digital Storytelling: A Contemporary Knowledge Dissemination Medium in a Classroom.
International Conference on Teaching and Learning in Higher Education 2011., 2011
Digital storytelling (DST) is an evolution of aged old traditional storytelling. Still harnessing the power of story in passing on wisdom and knowledge, DST has augmented the power of storytelling many times via the fruit of modernity which is technology. Center for Digital Storytelling defines DST as a "short, first person video narrative created by combining recorded voice, still and moving images and music or other sounds". Years after it was born, DST has and gaining its momentum and one of the domains affected by it is education. The power of storytelling combined with multimedia technologies have become an alternative to approach teaching and learning respectively. There are many proven benefits the DST brought into education domain but yet its potential seems to remain completely untapped. This paper is a conceptual paper based on literature studies of an ongoing research written to reveal and enlighten the positive contributions and benefits DST could offer to education domain. The focus of the paper weights on the contributions and benefits DST brings from the perspective of teacher/educator and the students themselves. It is hoped that the paper would affirm the place of DST in education domain and be the eye openers to education mass of its massive potentials.
In recent years the use of new technologies in educational systems has increased worldwide as digital cameras, personal computers, scanners, and easy-to-use software have become available to educators to harness the digital world. The impact of new technologies in educational contexts has been mostly positive as new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. Researchers have found that student engagement, achievement and motivation are enhanced through integration of such technologies. However, education systems still face many challenges: one of these challenges is how to enhance student engagement to provide better educational outcomes. It has become increasingly important to use innovative pedagogical models to engage learners. Digital storytelling is one of the innovative pedagogical approaches that can engage students in deep and meaningful learning. This research project aimed to create a constructivist learning environment with digital storytelling. The research investigated the pedagogical aspects of digital storytelling and the impact of digital storytelling on student learning when teachers and students use digital stories. A multi-site case study was conducted in one Australian school at primary and secondary levels. In selected classrooms, students and teachers had the opportunity to engage in innovative learning experiences based on digital storytelling. In order to enhance the reliability and validity of the research, multiple methods of data collection and analysis were used. Data was collected with qualitative and quantitative methods. An evaluation rubric was used to collect quantitative data, while interviews and observation were used to collect qualitative data. Data collection was guided by a mixed methods research design in order to evaluate if and how digital storytelling enhances teaching and learning outcomes. The findings from this study suggest that digital storytelling is a powerful tool to integrate instructional messages with learning activities to create more engaging and exciting learning environments. It is a meaningful approach for creating a constructivist learning environment based on novel principles of teaching and learning. Thus, this approach has the potential to enhance student engagement and provide better educational outcomes for learners. Keywords: Digital storytelling; e-Learning; Multimedia; Student engagement; Student-centered learning; Constructivist learning. Authors: Smeda, Dakich and Sharda https://slejournal.springeropen.com/articles/10.1186/s40561-014-0006-3 This paper has been cited 242 times: https://scholar.google.com/citations?view\_op=view\_citation&hl=en&user=Ia2gFEwAAAAJ&citation\_for\_view=Ia2gFEwAAAAJ:M3ejUd6NZC8C
Participatory educational research, 2020
The goal of the current study was to examine the opinions of preservice teachers about the use of digital storytelling in literacy education. This study was designed as a case study from qualitative research models. A total of 32 sophomore pre-service teachers studying at the Department of Literacy Education in the Faculty of Education in a state university during 2015-2016 academic year participated. The participants created digital stories based on the curriculum goals during the instructional technologies and material design course. The data was obtained from interviews with the students through the use of semistructured interview forms, researcher's field notes and students' reflections. The obtained data were analyzed through content analysis. The results of this study indicate that digital storytelling is perceived as entertaining by pre-service teachers. Additionally, it was revealed that scenario and dubbing are of great importance in practicing digital storytelling. They also stated the importance of teaching with stories in their own profession. Another finding emerging from this study is that the participants had difficulty in using the software. Based on the findings, it can be noted that it would be beneficial to take the opinions of experts in selecting the software, optimize the technological infrastructure and refer to interdisciplinary studies. The study concludes with implications and recommendations for promoting digital storytelling.
Investigation of Pre-Service Teachers’ Opinions About Using Non-Linear Digital Storytelling Method
Kastamonu eğitim dergisi, 2021
Purpose: The aim of this research is to reveal the experiences of pre-service teachers about the use of non-linear digital storytelling as a teaching method. Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. 11 pre-service teachers from the Department of Computer Education and Instructional Technology of a state university in the fall semester of the 2018-2019 academic year constitute the working group of the research. Pre-service teachers created non-linear digital stories in Designing and Using Material in Education Course for the seven weeks. Data collection tools are semi-structured interview forms developed by researchers and student reflections. The data were analyzed by content analysis method. Consensus among coders was calculated. Findings: When the research data were analyzed, two themes, four categories and twenty-five codes emerged. In addition, frequencies expressing the number of students containing each code were determined. There are two categories in positive sides theme: Contributions and purposes. Under negative sides theme, there are also two categories as challenging steps and problems. Highlights: The results of the research include the results of the pre-service teachers who stated that they learned new programs with this application, had difficulty in making videos, experienced technical problems but wanted to use in their professional life. Based on the results of the research, suggestions were made to practitioners and researchers. Öz Çalışmanın amacı: Bu araştırmanın amacı öğretmen adaylarının doğrusal olmayan dijital öykülemenin öğretim yöntemi olarak kullanılması hakkındaki deneyimlerinin ortaya çıkarılmasıdır.
Digital storytelling: a systematic review
JELTIM (Journal of English Language Teaching Innovations and Materials)
Digital storytelling (DST) is one of the helpful educational tools in the teaching and learning process. Nonetheless, there is a scarcity of systematic reviews to enlighten how it was applied and what was done in this area. This paper performed a systematic review of five articles on using DST to foster English speaking skills among learners. This research established continuous interest in the background of South-East Asian countries, including learners at the pre-school till tertiary education levels. DST has been used in the humanities and social sciences as either a stand-alone teaching or in conjunction with other teaching techniques. The review classified two directions (ideal and reflective) as well as six outcomes: affective, intellectual, educational, technical, linguistics, and communal. Hence, this study synthesizes and discusses further two issues: affective motivating passion and a creative, imaginative, and resourceful platform. It is hoped this study able to discuss...
A Powerful of Digital Storytelling to Support Education and Key Elements from Various Experts
2020
Technological devices are commonly used in different styles and for several uses with educational systems. Instructors have to avoid using technology together with the utmost effectiveness but to additionally serve as role models for pupils in regards to the correct use of technology. Different methods, strategies, equipment, along with tools are used to enhance the effectiveness of coaching and learning operations in the classroom, of that Digital Storytelling is among them. Digital Storytelling (DST) has transformed into a good educational tool for both students and teachers. This paper offers a review of DST as well as portrays where it originated from, how it really well may be utilized to help guide as well as how understudies that discover the way to whip their own advanced stories improve a lot of instruction abilities. What's more often, info is shown about the device which might be utilized to help the instructive utilization of DST. This paper, in addition, has a discu...