GENRE-BASED DIGITAL STORYTELLING IN THE 21st CENTURY EDUCATION: A STUDENTS’ PERCEPTION (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.
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.
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.
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Malaysian Online Journal of Educational Sciences, 2021
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Young Learners of English and Genre-based Digital Storytelling
Working with 60 children from 10-12 years of age in two schools in East Java, Handoyo investigated the use of digital storytelling over five months, focusing both on pupils' and teachers' experiences. He acted both as research collaborator and co-teacher during the study. The research focused on a newly emerging genre of storytelling: digital stories. Pupils were introduced to different types of story and technological tools they could use to present and share their own digital stories
Digital Storytelling in Secondary School Turkish Courses in Turkey
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This study aimed to evaluate the digital story-telling activities in Secondary School Turkish textbooks and curriculum. It also sought to determine the learners and teachers' opinions about digital storytelling activities. The study was designed using the basic qualitative model. The research had two different study groups consisting of students and Turkish language teachers. The data were obtained through the 2018 Turkish curriculum, Turkish textbooks and interview forms. Content and descriptive analysis techniques were used. According to the results, a total of eight learning objectives were found in the 2018 Turkish Curriculum about story writing skills. However, there were no learning objectives related to digital storytelling. No text and activity related to the ability to create digital stories were encountered in the textbooks. Most of the teachers stated that the activities that would be done by creating digital stories would contribute to the language development of the students, and that the ability to create digital stories should be included in the Turkish curriculum. It was found that most of the students wanted to have digital story production activities in Turkish courses, and that they would be interested in preparing their stories with computers. They preferred creating a story by computers instead of writing a story in traditional ways.
Teaching English to Young Learners: Pre-service Language Teachers’ Use of Digital Stories
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Digital storytelling, which is about the combination of media and technology with traditional storytelling to help students learn, has lately been considered as an effective tool in instructional environments. This paper examines the effects of the digital storytelling experience on pre-service language teachers’ perceived self-efficacy towards integration of educational technology to teach English to young learners. With this aim in mind, the researcher prepared two-hours training on what is a digital story and how it can be prepared with educational purposes, more specifically language teaching. The qualitative study was conducted in Spring semester 2016-2017, at a pre-service teacher education department of a state university in Turkey. The data for the current study was gathered through preservice language teachers’ lesson plans and open-ended questionnaire. In order to be able to answer the research questions, the document analysis was carried out with lesson plans prepared by ...
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.
International Journal of Progressive Education, 2020
The goals of this formative experiment were to help pre-service teachers (PSTs) create children’s literature-related original digital stories (DSs) and use these DSs to receive elementary school students’ and in-service teachers’ reflections. In this study, the Technological Pedagogical Content Knowledge (TPACK) framework was used. In total, 71 PSTs, 544 elementary school students, and 21 in-service teachers participated in the study. The results revealed that the PSTs wrote original stories that were mostly from their own personal experiences, drew illustrations, used their own voices by following the prosodic speaking rules, and, finally, created original DSs to convey to the students important didactic or informative messages. The digital storytelling creation process improved the PSTs’ children’s literature-related TPACK knowledge and practices. In this study, the majority of the PSTs tried to create parallel DS, which means that the pictures, texts, and recorded verbal messages told the same story for the same setting. In addition, the majority of the students gave viewer/readercentered oral responses to the DSs. The results also showed that the PSTs, in-service teachers, and students had positive reflections about the DSs. These results confirmed that the goals of this formative experiment were achieved.