Digital online Learning by Using Digital Storytelling for Pre-Service Teacher Students (original) (raw)
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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.
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.
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.
Digital Storytelling for 21st Century Learning: A Study on Pre-Service Teachers’ Perception
Asian Journal of University Education
Digital Storytelling is one of the new pedagogical tools that call upon students’ creativity and helps them to “learn by doing”. It is one of the important steps towards creating the 21st-century learning environment as it promotes the integration of student-centred and technology-enriched learning environment for learners. Despite the many benefits that this learning tool has to offer, many educators are still reluctant to integrate this kind of technology in their classes which resulted in low implementation of this technology among the educators. Therefore, this study is intended to determine pre-service teachers’ experience and perceptions of digital storytelling for 21st-century skills in a learning environment. A set of questionnaire was distributed to 150 trainee teachers from the Faculty of Education in one of the public universities in Malaysia. The result of this study reveals that pre-service teachers’ have moderately experienced the use of digital storytelling in their ...
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...
Students’ Perception Toward the Implementation of Digital Storytelling in Teaching Writing
P2M STKIP Siliwangi
This paper reports a research of students’ perception on the implementation of digital storytelling in teaching writing to second semester students of STKIP Siliwangi Bandung. The research aims to find out the benefits and challenges of using digital storytelling. This research comes up due to answering digitalization era. Wherein, students should be accommodated by technology in teaching learning process. The research was conducted at STKIP Siliwangi Bandung. The subject of this research was writing for general communication students. The data were obtained from students’ interview. The findings revealed that there are some benefits. They are the development of students’ writing ability, the improvement of students’ reading comprehension, the development of students’ cooperation skill, the increasing of students’ participation in the class, fun learning’s atmosphere and the increasing of students’ writing interest. The challenges had something to do with students’ proficiency. Base...
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.
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.
Implimentation of Digital Storytelling as a Distance Education Tool for ELT
isara solutions, 2022
The pandemic situation due to Covid-19 this year has created self-imposed descipline in all sphears of life.Online teaching learning as a distance education mode provided teachers an opportunity to utilize differeant technology resources for the effective teaching of their respective subjects.Digital storytelling is one such technology aided technique to enhance oral fluency among learners of English language.Since from ages storytelling have been hard-wired into our psyche.Stories are a great way to connect people with ideas at a human level.Storytelling is a uniquely powerful linguistic and psychological technique in the hands of a language teacher which she/he can use with people of any culture. When students are given freedom to wrap their imagination not into words but into audio-video images,animation and other new and innovative digital aids ,it increases their confidence to create some lifelike situation through digital story and than to present it in their own words.The whole endeavours enable them to enhance their oral fluency which than is very important especially for ESL learners. Present reaserch is about the effective use of digital storytelling technique for teaching English to prospective teachers who are learners of English as a second language.While teaching English online during lockdown,the researcher has implied digital storytelling technique as an assignment to the students for the oral presentation of their given topics in English.They were earlier exposed to development of audio-video TLM which inspired the researcher to assign this task for oral fluency practice.The researcher used ''Single Group Pretest-Posttest''quazi experimental design for her experiment with a sample of 12 prospective teachers being taught content of English subject through digital storytelling.Teacher made achievement test of speech skill was used as a tool for data collection.The technique has helped researcher in comprehending digital ELT material,generated prospective teachers' critical thinking,creativities and confidence not only in practical usage of English language but also of differant computer applications and specifically digital technology.It was found that digital storytelling could assess prospective teachers' reading through entertaining media which captured their attention and listening comprehension through the intensive use of videos.There was significant influence of digital storytelling technique upon the to be teachers' oral fluency in English language which further help them for an effective classroom teaching of English at primary as well as high school level.