DTL-Eco System by Digital Storytelling to Develop Knowledge and Digital Intelligence for Teacher Profession Students (original) (raw)
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Digital Learning Ecosystem by Using Digital Storytelling for Teacher Profession Students
International Journal of Information and Education Technology, 2019
—This research aims 1) to design a Digital Learning Ecosystem, 2) to study the process of teaching digital storytelling in the digital ecosystem, and 3) to evaluate the appropriateness of digital learning ecosystem for teacher profession students. The target audiences were 12 experts in the field of education, information technology, and education communication to evaluate the developed digital learning ecosystem model. Research instruments included the evaluation model of learning. And data analysis used content analysis and use of statistics, mean and standard deviation. The results show that 1) the ecosystem consists of three main components: (1) Digital Learning Ecosystem, consists of Digital Learning Environment and Digital Storytelling, (2) Digital Storytelling Learning Ecosystem, and (3) Digital Storytelling Learning & Teaching Community. 2) the process of teaching digital storytelling in the digital learning ecosystem consists of: (1) Teaching is responsible by the teacher, IT support staff, supervisor, teaching practicum advisors/school mentor teachers. (2) Learning involves the teacher profession students who must learn from digital devices and the Internet. (3) Supporting includes friends, parents, and guardian. 3) The results of the evaluation of the digital learning ecosystem in overall were in the highest level. When examined in individual aspect, there were 4 items which results were in highest level i.e. Digital Learning Environment ) =4.61, SD=0.44), Digital Storytelling ( = 4.75, SD = 0.42), Learning ( = 4.83, SD = 0.39) and Supporting ( = 4.61, SD = 0.02). The result of the evaluation of the other items was in high level.
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.
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.
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...
Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching
The purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers' digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed.
A DESCRIPTIVE REVIEW STUDY ABOUT DIGITAL STORYTELLING IN EDUCATIONAL CONTEXT
The purpose of this study is to reveal the existing situation about digital storytelling in the educational context by examining research articles to describe current situation and develop proposals for the following studies. For these purposes, systematic descriptive review was employed. Research articles were searched in Web of Science database using “digital storytelling” as keyword and within the scope of “education & educational research” areas without year limitation. As a result of the descriptive review, 57 articles that meet the criterion stated above were identified. Later on, content analysis was done based on their key words, contexts, years, countries, research groups, and variables in the problem statement, methods and analyses. Following the content analysis, it was found out that studies as regards DST within the context of education started in 2005, the number of studies increased by years and that maximum studies were performed in USA and Australia. It was determined that the studies were mainly performed as part of language teaching and multimodalmultiliteracy learning and teacher education followed such studies. It was regarded that study groups on the whole consisted of teacher together with secondary school and university students; and that the population of study groups ranged from 1 to 995. It was specified that qualitative research method was more concentrated as against other research methods, which resulted in use of more negotiations, observations and focus group discussions as regards data gathering As a consequence, it became evident that that there is a need for empirical studies to observe the impact in the studies with respect to DST and the information related to pre-school groups as regards DST.
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.
Digital online Learning by Using Digital Storytelling for Pre-Service Teacher Students
IJoLE (International Journal of Language Education), 2022
The purpose of this research discusses 1) to find out the preparation of pre-service teacher students in using digital storytelling in online learning, 2) to study the implementation of teaching English by using digital storytelling, and 3) to find out the pre-service teacher students' perception in using digital storytelling. This research is using phenomenological research qualitative emic approach with 8 pre-service teacher students implemented the digital storytelling in the online classroom and their perception of digital storytelling to be used in online system. Three instruments applied in this research, they were observation, interview, and documentation. As it is found in this research that pre-service teacher students were easy in implementing digital storytelling, fun, efficient, and challenging during teaching English class, as the summary that the implementation of digital storytelling was successfully done by the pre-service students and the increasing of eagerness of students to get more stories was high which gave an alternative solution in online teaching 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.
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.