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The use of digital storytelling in elementary Math teachers’ education
Abstract
Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers.
... Istenic-Starčič et al. (2016) found that DS increased students' mathematical problem-solving competencies, while Yilmaz and Siğirtmaç (2023) found that preservice teachers considered DS as a more important type of material than printed course materials because they provide both auditory and visual richness. Islim et al. (2018) showed that preservice teachers believed that DS are effective materials that can be used in mathematics courses. indicated that DS provide teachers and students with the opportunity to feel more confident and express their thoughts more easily. ...
... In the literature, it is emphasized that DS can be effective teaching tools for mathematics courses (Batur & Çakıroğlu, 2023), but the studies to date on the process of creating DS in mathematics education are not sufficient (Chang & Chu, 2022;Wu & Chen, 2020). It has been stated that the findings of studies conducted with limited sample groups cannot be generalized (Büyükkarcı & Müldür, 2022;Islim et al, 2018;Kocaman-Karoglu, 2016) and that such studies should be repeated with different sample groups (Yilmaz & Durak, 2018;Istenic-Starčič et al., 2016;Mojtahedzadeh et al., 2021). Furthermore, it is emphasized that little is known about the effects of DS (Stenhouse & Schafer, 2019) and that preservice teachers should work in cooperation in the process of creating DS as digital materials (Çetin, 2021). ...
... (2022) stated that due to the time-consuming nature of creating DS, they are not widely used in practice. Similarly, it has been emphasized in various studies that one of the negative aspects of creating a DS is that the preparation process takes time (Islim et al., 2018;Yilmaz & Siğirtmaç, 2023;Özpınar, 2017;Özüdoğru & Çakır, 2020;Sadik, 2008;Turgut & Aslan, 2021). The fact that it takes time to create a DS suggests that preservice teachers may prefer using ready-made digital materials when they start working. ...
The digitalization of stories through technology-supported software has created the concept of digital stories. In recent years, researchers have been making efforts to investigate the effects of digital stories that have started to be used as digital materials in education. This study aims to evaluate the digital stories created by preservice mathematics teachers for mathematics courses, their experiences in the process of creating digital stories, and their views on the use of digital storytelling as digital materials in mathematics courses. This qualitatively designed study was conducted with the participation of 49 preservice elementary mathematics teachers and lasted 7 weeks. It was found that the digital stories created by the participating preservice teachers were moderately acceptable. Participants characterized digital storytelling as materials that are interesting, support teaching, and provide visual richness. They also stated that they intended to use digital storytelling when they begin working as teachers. However, due to the time-consuming nature of the process, most participants stated that they would use ready-made digital stories instead of creating them themselves. Additionally, the results of this study provide information about the experiences of preservice teachers regarding the process of creating digital storytelling.
... Pre-service teachers generally think that processes other than traditional methods are difficult and time-consuming. Although they think that digital storytelling will be useful in different lessons (Islim, Ozudogru, & Sevim-Cirak, 2018;Kocaman-Karoglu, 2014), they do not believe that it is applicable. There may be different reasons for this: ...
... Many studies in the literature overlap with this study result (Nam, 2017;Sancar-Tokmak et al., 2014;Sancar-Tokmak & Yanpar-Yelken, 2015). Besides, it has positive effects on students Nam, 2017;Yang & Wu, 2012) and maybe (Islim, Ozudogru, & Sevim-Cirak, 2018;Karataş, Kukul, & Özcan (2018), many studies put forward. However, in some studies, as in this study, it is seen that pre-service teachers perceive digital storytelling as difficult to apply in a classroom environment for different reasons. ...
... Another reason behind the pre-service teachers' perception of digital storytelling as a problematic process may be the lack of technological knowledge and skills. It is known that pre-service teachers are mostly limited to the use of social media until they come to university (Islim, Ozudogru, & Sevim-Cirak, 2018). Their inability or fear of not being able to do so when faced with new technologies can also cause them to consider the process difficult. ...
Today, the point where technology has come has revealed the need for individuals to be equipped with different skills. Teachers play an essential role in the development of these skills. Teachers should be able to use and master the methods that enable students to participate in the learning environment actively and gain the technological competencies they need today. In this direction, this study aims to examine the effect of digital storytelling on pre-service teachers' TPACK skills and teaching self-efficacy. An explanatory sequential research design is conducted with 29 pre-service ICT teachers. In the quantitative part of the study experimental research design and, in the qualitative part of the study case study is used. According to the results, digital storytelling is significantly affecting both TPACK and teaching proficiency self-efficacy levels of pre-service teachers. The results and future recommendations of the study are reported in detail.
... Digital storytelling consists in combining the art of telling stories with digital tools, such as graphics, audio and video (Robin, 2008). Digital storytelling within the educational context has being increasingly employed in the last years in different contexts (Choi, 2018;Faruk Islim et al., 2018;Rubegni & Landoni, 2014) Faruk and colleagues (Faruk Islim et al., 2018) investigate the use of digital storytelling in mathematics to create digital stories. The study has shown that digital storytelling can effectively capture the attention of the students, supporting the teacher in presenting the subject in an interesting way. ...
... Digital storytelling consists in combining the art of telling stories with digital tools, such as graphics, audio and video (Robin, 2008). Digital storytelling within the educational context has being increasingly employed in the last years in different contexts (Choi, 2018;Faruk Islim et al., 2018;Rubegni & Landoni, 2014) Faruk and colleagues (Faruk Islim et al., 2018) investigate the use of digital storytelling in mathematics to create digital stories. The study has shown that digital storytelling can effectively capture the attention of the students, supporting the teacher in presenting the subject in an interesting way. ...
... We believe that, based on the past studies on comics (Liu, 2004;Llull, 2014;Ravelo, 2013) and digital storytelling (Choi, 2018;Faruk Islim et al., 2018;Rubegni & Landoni, 2014), comic-based digital storytelling, supported by ComicsCLIL, can facilitate children in approaching CLIL lessons in terms of engagement, collaboration and ease to use. Investigating these aspects is essential within the community of children. ...
This work explores how comic-based digital storytelling can support children and teachers in combining foreign language and content teaching in the Content and Language Integrated Learning (CLIL) framework. In particular, we focus on investigating three specific aspects: (1) the use of digital storytelling in terms of collaboration, engagement and ease of use, (2) the adoption of comic-based digital storytelling in the CLIL framework, and (3) the benefits and limitations in using digital storytelling in comparison to a paper-based version. In order to investigate these aspects, we develop a case study in a primary school in Italy. A class of 18 children and 2 teachers used a digital tool, named ComicsCLIL, with the aim of creating digital narratives in the CLIL framework. The results provide some evidences that comicbased digital storytelling can be a beneficial educational tool for approaching CLIL lessons. It emerged, in fact, that digital storytelling, as supported by ComicsCLIL, can facilitate this practice by being engaging, easy to use, fully educational while considering the collaborative aspect.
... It is possible to encounter the studies in the literature conducted to introduce the practice of digital storytelling to pre-service teachers ( (Islim et al., 2018;Karataş et al., 2018;Kocaman-Karoglu, 2014). Nevertheless, the literature lacks of the studies on the determination of pre-service teachers' use of this method and whether they would use it in practice in their future teaching. ...
... Nevertheless, the literature lacks of the studies on the determination of pre-service teachers' use of this method and whether they would use it in practice in their future teaching. Although some of the studies provided findings regarding pre-service teachers' intention to use in their future classes (Islim et al., 2018;Karataş et al., 2018), these findings are inadequate to understand their behavior. A model such as Technology Acceptance Model (TAM) could be a useful framework to comprehensively understand their usage behavior. ...
... In this respect, digital storytelling is considered as an effective method to be used in the integration of technology into classroom environment. Digital storytelling, which creates a great deal of opportunities for both teachers and students (Islim, Ozudogru, and Sevim-Cirak, 2018;Karataş et al., 2018), can be simply defined as computer-based stories told through the use of multimedia elements (Robin, 2008). It generally provides learners with the opportunity of telling their own original stories by integrating such multimedia elements as video, image, sounf, graphics, and animation via web 2.0 tools (Karoğlu, 2015). ...
Stories have been effective communication tools throughout the history used to covey people’s experiences, knowledge or any message. With these characteristics, stories, which have always taken part in education, have been transferred into digital environments with the development of technology, particularly web 2.0 tools. Thus, the created digital stories have taken teachers' and researchers’ attention and have been a method frequently used to integrate technology into educational environments. Teachers are required to have knowledge and skills about the methods in order to successfully integrate technology into education. The purpose of this study is to investigate the introduction of digital storytelling to the pre-service teachers and their digital storytelling development process within the framework of the technology acceptance model. Based on this purpose, training was conducted on digital storytelling with the participation of 30 pre-service primary school teachers. The themes were identified based on the technology acceptance model during the data analysis. The findings indicate that the pre-service teachers have found digital storytelling as easy-to-use. However, they had challenges during the montage of the stories. The findings further revealed the participant pre-service teachers believe that digital storytelling would contribute to students’ acquisition of especially 21. century skills and they have the intention to use digital storytelling in their future classrooms. These findings indicated similar findings with prior studies.
... Good and quality learning media will motivate students and increase their interest in reading and using the media. (Pakpahan & Sinaga, 2023;Toh et al., 2017;Kerneža & Košir, 2016;Faruk-Islim et al., 2018). Learning media with colourful and non-monotonous images will be more attractive to students, especially students in elementary schools. ...
... Elementary school teachers also prefer illustrated story media that have designs, characters and visuals because they can increase the efficiency of the teaching and learning process in the classroom (Faruk-Islim et al., 2018). Comics positively impact reading literacy and student motivation (Kerneža & Košir, 2016). ...
This research’s objectives are to 1) develop a storybook with a picture (comic) as a learning media for Pancasila and Civic Education (PCE) and 2) to evaluate its effectiveness in improving the learning results of grade V elementary school students in learning the values of Pancasila. This is research and development by implementing the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research’s subjects are 27 students of V (A), 28 students of V (B) and eight students of V (C) as experiment, control, and limited test classes, respectively. The result of the development found that the product, a book with pictures, is suitable for learning after being evaluated by a media expert and a material expert with evaluations of 99 and 71, respectively. The effectivity evaluation was conducted using a t-test on the experiment and control classes with sig. value of 0.000<0.005. The post-test results from the experiment and control classes are 70.64 and 60.93, respectively, which shows that the experiment class had higher mean results than the control class. The research concluded that the storybook with pictures is effective and suitable for enhancing the students' learning achievement.
... Young learners around the world use mobile phones, computers, and tablets for communication, exploration, and play and clamor for opportunities to use technology in and out of school. Thus, it is critical that new teachers enter the classroom ready to integrate technology to motivate their students and support learning [18]. ...
... This study adds to the growing body of research examining digital storytelling in teacher education [4,9,35,38]. As teacher education considers how to best prepare candidates to integrate technology [18], experiences such as digital storytelling projects allow teacher candidates to immerse themselves in the authentic, technology-integrated experiences that benefit K-12 students [6,28]. Similar to Cappello (2019) [3], this study shed light on how digital storytelling may become a channel for emotional expression and a reflection of one's sociocultural identity in the teacher education classroom. ...
Preparing teachers to integrate technology within their instruction is a long-standing problem of practice, made more so by the need for hybrid and remote teaching modalities in response to the global pandemic. This case study research examined the ways that integration of digital storytelling into a required literacy and technology teacher education course prepared teacher candidates to integrate digital tools into their instruction. Within the context of a required literacy and technology course, teacher candidates completed digital storytelling projects requiring them to design and compose digital narratives, reflect on the process, and consider the opportunities and implications for integrating digital storytelling within literacy and interdisciplinary instruction. Data were collected from three teacher candidates enrolled in the course and analyzed using qualitative methods. Findings revealed that teacher candidates’ experiences with creating their own digital stories contributed to their developing identities as teachers and influenced their perceptions about the benefits of teaching digital composing in the literacy classroom.
... It could be beneficial for educational purposes [5] to attract students' interest when applied as a learning media [3]. The comic has been well known as an approach for providing stories for children and utilized in several subjects, including mathematics [6] and others [7], [8]. The comic is a potential tool to support a better learning environment [3]. ...
... In the aspect of motivation, most students provided an excellent category for the media. These responses strengthen the previously published work that comic-based digital storytelling facilitated effective teaching and is also easy to be applied in teaching and learning [5], attracted students' attention and helped teacher in presenting the material in an interesting manner [6], improve students technological literacy and creativity [7]. ...
The rapid development of science and technology in the 21st Century demands students (both school and university) to hold sufficient skills, including critical thinking and problem solving, to compete globally. Educational systems are responsible for promoting the skills through the teaching and learning experiences, including teaching material and learning media applied in the class. This paper highlights the development of mobile apps-based digital comic media in social learning that can be integrated into personalized online learning. The steps to develop the media was applied the Gay's procedure. The digital comic media present an interactive science knowledge platform in the form of digital comic media enriched with Augmented reality technology. The media has been tested to 20 students during the emerging of the Covid-19 pandemic and showing good acceptance. This implies that digital comic media is of value to be used and applied in online learning.
... The researchers also evaluated at which stage of the lesson the pre-service teachers preferred to use the digital stories they created. Islim et al., (2018) investigated the factors affecting the choice of subject and tool in the DST process of primary school teacher candidates, and their views on the use of digital stories in education. Özpınar (2017) examined pre-service mathematics teachers' views on DST processes and the use of DST in education. ...
... As Giles and Kent (2016) emphasized, many new generation teachers have grown up using technology for gaming, social media and personal research, but they are not yet aware of how to use technology as a teaching tool and how to integrate it into teaching. For this reason, teacher training programs should guide pre-service teachers on how to use technology effectively for instructional purposes (Giles & Kent, 2016;Islim et al., 2018). The resulting situation shows that, in addition to the integration of pedagogical and content knowledge into technology, teacher candidates were also insufficient in terms of "text and story" knowledge. ...
The purpose of this research is to determine the quality of the digital stories developed by the primary school teacher candidates (PSTC) for primary school mathematics teaching and their experiences in the digital storytelling (DST) production processes. The study group of the research, designed as a case study, consisted of 30 PSTC. The data of the research were obtained from multiple data collection tools and analyzed through content analysis. As a result of the research, it was determined that the negative qualities were more than the positive ones in the digital stories. From the point of view of the process, it has been determined that the PSTC carried out some preparatory work before creating a digital story, pay attention to certain criteria while creating a digital story, and review their stories after producing their DST. In addition, PSTC encountered some problems in the DST production process and tried to find solutions to these problems. There are also some elements that facilitate the digital story writing process. However, the actions and strategies used by pre-service teachers in the process of creating digital stories are quite limited and they do not fully reflect the DST production steps.
... Collaborative performance projects have the potential to facilitate transdisciplinary research by including viewpoints from several fields such as arts, sciences, technology, engineering, and mathematics [10][11][12][13][14]. Nevertheless, research also suggests that online collaborative performances encounter obstacles. ...
Technological advancements have brought about significant changes in many aspects of life, including dance education. Technology not only makes information and communication more accessible, but it also enables more participative and collaborative learning methods. Digital technology has had a transformative impact on dance education by providing tools and platforms for remote learning, virtual workshops, and online dance competitions. Students may utilise smartphone applications to record and share practice sessions, get feedback from the educator, and access online learning courses. Teachers may also utilise this technology to share materials, examine data, and get criticism from peers. Individual recordings, online practice sessions, and pre-recorded performance assessments enable dancers to collaborate on performance projects. The use of technology in dancing classes boosts diversity, accessibility, engagement, and responsiveness. Real-time communication and feedback enabled by information technology improves learning efficiency and motivation. However, access to digital content continues to be an issue, especially in Southeast Asia. As a consequence, dance educators must become innovative instructional material suppliers in order to maximise the benefits of technology in dance education.
... Thus, their normal social environment was replaced with a more solitary version of teaching. When examining how they grappled with online teaching, it is important to note that positive teacher perception proves a key ingredient in successful use of technology in teaching (Chung, 2011;Edwards, 2016;Heath, 2017;Islim et al., 2018;Khlaif, 2018;Kormos & Wisdom, 2021;Prasojo et al., 2019;Yang & Kwok, 2017). It is the change of the sociocultural milieu, from in person to online, and the way in which teachers' perceptions, specifically rural teachers with their strong sense of community (Lyson, 2002;Sherwood, 2001;Tieken, 2014;Zuckerman, 2020), changed during distance learning that the research seeks to understand. ...
Following the sudden switch from in-person to distance learning during the COVID-19 pandemic, much research has been conducted about student learning. However, little information is available about the perception of rural teachers during this time. In this qualitative study, researchers interviewed three rural Title I elementary school teachers. Through thematic qualitative analysis, researchers found that there is an intimate link between the rural community’s beliefs about education and the way the teachers perceive their roles in distance learning. The teachers in rural communities view learning and teaching as a social activity that was inhibited by the challenges faced during distance learning despite the support of the community and administration. Teachers overwhelmingly felt that the distance in distance learning inhibited the ability for them to teach and concluded that true learning happens best in an in-person setting.
... It can be created either by teachers or content experts to instruct and present teaching materials (Rance-Roney, 2010;Verdugo & Belmonte, 2007). Digital storytelling is promising teaching media that offer effective teaching in different contexts (Choi, 2018;Faruk Islim et al., 2018;Rutta et al., 2021). ...
Digital Storytelling (DST) is a unique and powerful way of conveying knowledge and experiences in almost all fields. The use of DST as knowledge transfer media is a perfect choice, especially in classrooms where knowledge and experiences are shared. However, Indonesian English as Foreign Language (EFL) teachers have little experience in adopting DST in classrooms, especially in English language classrooms. In this regard, this study aims at exploring Indonesian EFL teachers’ experience of applying DST in their classrooms through reflective practice. This case study recruited six EFL teachers as the participants. The teachers participated in a four-week workshop introducing digital storytelling and its potential to be adopted in English classrooms. They were required to create a DST-based lesson plan, implement the lesson plan, and create a DST book. The data were collected from teachers’ written reflective journals and semi-structured interviews. Following Farrell’s stages of English teachers’ reflective practice, this study revealed that Indonesian EFL teachers refined their beliefs and teaching principles as a result of adopting DST in their classrooms. In the practice, teachers saw that DST-based teaching and learning activities encourage students’ active engagement. Implications and further recommendations are discussed.
... Instructors and researchers have employed digital storytelling in teacher education in numerous disciplines, including Mathematics (Islim, Ozudogrua, & Sevim-Cirak, 2018;Karaoglan Yilmaz & Durak, 2018), Physics (Kocakaya, Karakoyun, & Kotluk, 2016), Educational Technology (Çetin, 2021), Science (Ng & Nicholas, 2015), Social Studies (Yigit, 2020), Special Education (Albano & Iacono, 2019), Early Childhood Education (Kildan & Incikabi, 2015), Primary Education (Shelton, Archambault, & Hale, 2017), first-language education (Özüdoğru & Çakır, 2020a;Robertson, Hughes, & Smith, 2012), and L2 education (Asik, 2016;Bozdogan, 2012). Other digital storytelling studies have involved education majors from multiple disciplines (Heo, 2011;Hodge & Wright, 2010). ...
In this study, I explore the experiences and perceptions SLA doctoral students had regarding a collaborative digital storytelling project.
The article is open access: https://doi.org/10.58304/tc.20230204
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... Selain itu, media pembelajaran interaktif yang dikembangkan oleh guru harus mampu memberikan kebermanfaatan dalam pembelajaran matematika (Rusman, 2013). Hal penting lainya yang perlu diperhatikan oleh guru dalam mengembangkan media pembelajaran interaktif adalah dapat menggunakan teknologi dengan efisiensi dan maksimal (Omer, Ozudogru, & Nese, 2018). ...
This study aims to analyze the ability of teachers to develop interactive learning media and also to analyze the usefulness of interactive media in learning mathematics. The subjects of the study included two seventh grade mathematics teachers and six seventh grade students of SMP Muhammadiyah 08 Batu. The method used in this research is a descriptive field method with a case study approach. While the research instruments used include documentation; observations, and interviews. The results of this study indicate that mathematics teachers are able to develop interactive media, but the resulting media is still relatively simple. In addition, the results of this study also show that the use of interactive media in learning mathematics can provide benefits.
... La serie ha sido desarrollada como una herramienta pedagógica por la Fundación Renata y la iniciativa ARPA del Centro de Investigación Avanzada en Educación (CIAE) y el Centro de Modelamiento Matemático de la Universidad de Chile, en el marco de un proyecto del programa Ciencia Pública. En este sentido, se trata de un material pedagógico diseñado para mediar en el aprendizaje de contenidos y el desarrollo de habilidades, utilizando una herramienta de narrativa digital que se gestiona mediante diversas prácticas, como la visualización y creación de videos, animaciones y fotografías, así como la solución de problemas de forma individual o grupal, y la interacción y creación de narrativas para plantear problemas, proponer soluciones o exponer reflexiones sobre un hecho, tema o contenido (Faruk Islim, Ozudogru & Sevim-Cirak, 2018;Garvis, 2018;Houston University, 2020). ...
En el contexto de emergencia sanitaria por covid-19, se explora la experiencia de implementación de una actividad de formación con estudiantes de primer ciclo básico, utilizando elementos de la metodología ARPA en un formato a distancia (arpa-d), que se apoya en el material multimedia de la serie animada Renata y Los Problemas. Se realiza un estudio de caso de implementación a distancia, en un curso de 2º básico de una escuela del sistema subvencionado con un alto nivel de vulnerabilidad. Entre los principales hallazgos se encuentran la relevancia del aporte de los adultos significativos, el valor fundamental de la relación entre estudiantes y docente y el aporte de la narrativa digital incorporada en la metodología. Estos resultados son un aporte tanto para las futuras implementaciones, como para comprender las barreras y facilitadores del uso de recursos multimedia en la formación a distancia de emergencia.
... Alanyazında dijital öyküleme ile ilgili yapılan çalışmaların yabancı dil eğitimi (Abdolmanafi- Rokni ve Qarajeh, 2014;Canlı Bekar, 2019;Liu, Tai ve Liu, 2018;Ono, 2014;Yang ve Wu, 2012), matematik (Kildan ve Incikabi, 2015;Özpinar, Gökçe ve Yenmez, 2017), fen bilimleri (Francis, 2018;Hung, Hwang ve Huang, 2012;Titus, 2012;Kotluk ve Kocakaya, 2015), bilgisayar eğitimi (Faruk Islim, Ozudogru ve Sevim-Cirak, 2018;Karakoyun, 2014;Sancar-Tokmak, Surmeli ve Ozgelen, 2014), sağlık ve toplum uygulamaları (Gubrium, 2009;Robin, 2006) ve öğretmen eğitimi (Tatlı ve Bayramoğlu, 2015;Condy vd., 2012) gibi çeşitli derslerde ve birçok alanda etkili bir araç olarak uygulandığı tespit edilmiştir. Bu kapsamda dijital öyküleme birçok alanda okul öncesi dönemden yetişkin eğitimine kadar eğitim uygulamalarına destek sağlayan yararlı bir pedagojik araç niteliğindedir (Abdolmanafi-Rokni ve Qarajeh, 2014;Demirer, 2013;Nam, 2017;Hung, Hwang ve Huang, 2012;Kahraman, 2013;Tatli vd., 2017). ...
The purpose of this study is to comprehensively and holistically review and generally classify the methodological tendencies and outputs of the present studies conducted on the use of the digital storytelling method. In this context, a total of 78 different studies were accessed including articles, master’s and doctoral theses which were written nationally and internationally on digital storytelling between 2012 and 2019 in compliance with the purpose of the study. The steps of the document review method were followed to be able to explain the data obtained in the study and to reach the necessary terms and relations. The data collected in the study were analyzed with the descriptive content analysis technique, which is among the qualitative research approaches. The results of the research show that the studies were executed generally at secondary school and university levels and on a small sampling. When the publication years of the relevant researches were reviewed, it was noticed that there had been a steady increase since 2014 and they were usually published as articles. Within the scope of the research, it was found that the digital storytelling method was generally used in the fields of Sciences, Turkish and Foreign Language. In addition, the application duration of the studies conducted on this subject intensively varied between 5-8 weeks, which was followed by the studies performed in or more than 9 weeks. In research studies, the mixed research methods were at the forefront, and quantitative and qualitative methods followed them. As the data collection tool, meeting-interview, perception, personality, skill and anxiety tests, surveys and success/learning level tests were often preferred. On the other hand, using the digital storytelling method in education had positive effects on various variables like learning level/success, attitude, motivation, writing skills. Moreover, based on the obtained data it was discovered that the method was efficient in building 21st century skills at an early age and it was applied as an effective tool in many fields and various courses from the pre-school period to adult education. When evaluated in general, the results revealed that the effect of the digital storytelling method on different variables was substantially positive. The results of this study are considered to be useful for the studies conducted in this area to observe their strengths and insufficiencies.
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Bu çalışmanın amacı, dijital öyküleme yönteminin eğitimde kullanımına yönelik yapılan mevcut çalışmaların yöntemsel eğilimleri ve çıktılarını ana hatlarıyla sınıflandırarak kapsamlı ve bütüncül bir şekilde incelenmesidir. Bu kapsamda araştırmanın amacına uygun olarak 2012-2019 yılları arasında, ulusal ve uluslararası alanda dijital öyküleme konusunda yapılmış makale, yüksek lisans ve doktora tezlerinden oluşmak üzere toplam 78 farklı çalışmaya ulaşılmıştır. Çalışmada elde edilen verileri açıklayabilmek, gerekli kavram ve ilişkilere ulaşabilmek amacıyla doküman incelemesi adımları izlenmiştir. Çalışmada toplanan veriler nitel araştırma yaklaşımlarından betimsel içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırmanın sonuçları, yapılan çalışmaların genellikle ortaokul ve üniversite kademelerinde ve küçük örneklem üzerinden gerçekleştirildiğini göstermektedir. İlgili araştırmaların yayın yıllarına göre bakıldığında 2014 yılından bu yana istikrarlı bir artış olduğu ve genellikle makale yayın türünde yayınlandığı tespit edilmiştir. Araştırma kapsamında dijital öyküleme yönteminin genellikle Fen Bilimleri, Türkçe ve Yabancı Dil alanlarında kullanıldığı tespit edilmiştir. Ayrıca konuyla ilgili yapılan çalışmaların uygulama süreleri açısından 5-8 hafta sürecinde yoğunlaştığı, bunu 9 hafta ve daha fazla sürede gerçekleşen çalışmaların takip ettiği tespit edilmiştir. Araştırmalarda karma araştırma yöntemlerinin ön planda olduğu, bunu nicel ve nitel yöntemlerin takip ettiği belirlenmiştir. Veri toplama aracı olarak da görüşme-mülakat, algı, kişilik, yetenek, kaygı testleri, anket ve başarı/öğrenme düzeyi testlerinin sıklıkla tercih edildiği görülmüştür. Diğer yandan eğitimde dijital öyküleme yöntemi kullanımının öğrenme düzeyi/başarı, tutum, motivasyon, yazma becerileri gibi çeşitli değişkenler üzerindeki olumlu etkileri olduğu görülmüştür. Ayrıca elde edilen verilere dayalı olarak yöntemin 21.yy becerilerini erken yaşlarda kazandırmasında etkili olduğu ve okul öncesi dönemden yetişkin eğitimine kadar birçok alanda ve çeşitli derslerde etkili bir araç olarak uygulandığı tespit edilmiştir. Elde edilen sonuçlar genel olarak değerlendirildiğinde dijital öyküleme yönteminin farklı değişkenler üzerindeki etkisinin büyük bir oranda olumlu etkileri olduğunu ortaya çıkarmıştır. Bu çalışmadan elde edilen sonuçlar, alanda gerçekleştirilen çalışmaların güçlü yönlerini ve eksikliklerini görme açısından faydalı olacağı düşünülmektedir.
... Storytelling may be an effective tool to achieve this, rather than a piece of knowledge or skill to master. We note that Islim, Ozudogru, and Sevim-Cirak [62] reported that preservice teachers responded positively to using digital stories in their future teaching when they had the experience of creating one with digital technological tools. ...
This study examines preservice teachers’ perspectives of creativity and character education in mathematics through a university-based teacher education program. We developed a curricular unit on creative character education in a mathematics methods course and investigated participants’ (n = 56) emerging perspectives of teaching creativity and character by the integration of content and process in mathematics. Data were collected through pre- and post-questionnaires and transcribed course discussion and presentation sessions. A quantitative analysis of the questionnaires through a t-test confirmed key changes in participants’ perspectives, while the qualitative context of data illustrates the participants’ emergent views on creative character education in mathematics. Overall, findings suggest that a mathematics teacher education curriculum integrating mathematical creativity and character education has the potential to prepare future educators to implement pedagogy that bridges between process and content in school mathematics for the next generation of learners.
This study explores the challenges and prospects of preparing pre-service Accounting teachers for integrating educational technology in rural universities. Guided by the TPACK model, a systematic review of peer-reviewed articles and case studies highlights barriers such as limited technological access, insufficient training, and digital literacy gaps. Despite these, community-driven programs offer promising solutions. The study recommends targeted development programs, improved access to digital tools, and partnerships for sustainable progress.
This chapter highlights technology integration, particularly its growing popularity in early elementary circles in the United States. Issues and solutions are explored regarding how early elementary (PK-3) teachers can integrate technology into the classroom setting. Topics focus on professional development (PD) in the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Proper technology integration discussions include content areas like mathematics, literacy, and social-emotional learning. Further research is needed to fully understand effective technology integration in early elementary settings, especially in public school systems in the U.S.
In today's educational system, the need for teachers to acquire technological, pedagogical, and content knowledge (TPACK) has already become a mainstream transformation. Therefore, it is necessary to find a suitable strategy and approach to develop pre-service ELT teachers’ TPACK, in which one of them is actively engaging them in the design of technology-enhanced learning. This study sought to investigate Indonesian pre-service ELT teachers’ TPACK level development after designing digital storytelling book. Narrative inquiry was adopted in this research. The data were obtained from the pre- service ELT teachers’ reflective notes and semi-structured interviews. The findings of the study show that all participants are in the TPACK level of “accepting”. In the level of accepting, pre-service teachers form a favorable attitude toward teaching and learning English with digital storytelling. The implication derived from this study is that it is necessary to carefully design a project in teacher education program that can improve the pre-service teachers' TPACK level.
RIME (Raccontare il Territorio con la Media Education) è un progetto di ricerca-formazione rivolto ai docenti delle scuole primarie e secondarie di I grado. L’obiettivo è quello di delineare percorsi di esplorazione e valorizzazione dei territori limitrofi alla scuola attraverso la realizzazione di digital storytelling associati a un sistema basato su principi di Realtà Mista (MR) e sul paradigma delle Tangible User Interfaces (TUI). L’articolo presenta uno studio di caso nell’ambito del progetto, delineando il processo e la ricaduta di un percorso media educativo incentrato sulla sostenibilità. I dati qualitativi raccolti danno conto di un connubio vincente, tra tecnologie ed esplorazione del territorio, capace di sostenere i processi di analisi, riflessione e valorizzazione degli spazi al di fuori delle mura scolastiche.
The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.
Atıf için: Aldemir Engin, R. (2022). Ortaokul matematik öğretmeni adaylarının hazırladıkları dijital hikâyelerin değerlendirilmesi ve öğretmen adaylarının dijital hikâye tasarlama sürecine ilişkin görüşlerinin incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 23(1), 706-750. This study aims to evaluate the digital stories prepared by preservice middle mathematics teachers for gains and to examine their opinions about the process. The research was a qualitative case study. Participants were 40 students attending the elementary school mathematics teaching program at a state university. Participants were divided into groups of two. The research lasted 10 weeks. A scale was used to evaluate the digital stories. To determine the opinions of participants a semi-structured interview form consisting of three questions was used. Content analysis was utilized in the analysis of the data. According to the results, it was observed that there were mostly low scores in dramatic questions and music subtitles. When the opinions of participants were examined, it was seen that they liked mostly the features of the software used. In the software, they expressed that they liked the characters, characters' features, and creating animation. It was determined that preservice teachers had the most difficulty in recording and adding voice. Also, they had difficulties in supplying computers and the internet. It has been determined that the suggestions for those who want to create a digital story are mostly related to the software. Araştırmanın amacı ortaokul matematik öğretmeni adaylarının ortaokul matematik dersi kazanımlarına yönelik hazırladıkları dijital hikâyelerin değerlendirilmesi ve öğretmen adaylarının sürece yönelik görüşlerinin incelenmesidir. Araştırma nitel durum çalışması şeklinde tasarlanmıştır. Araştırmanın katılımcıları devlet üniversitesinde ilköğretim matematik öğretmenliği programı ikinci sınıfa devam eden 40 öğrencidir. Öğretmen adayları araştırma sürecinde ikişerli gruplara ayrılmışlardır. Araştırma 10 hafta sürmüştür. Hazırlanan dijital hikâyelerin değerlendirilmesinde bir ölçek kullanılmıştır. Öğretmen adaylarının görüşlerini belirlemek için ise üç sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler içerik analizine tabi tutulmuştur. Araştırmanın sonuçları dijital hikâyelerde çoğunlukla dramatik soru ve müzik alt başlıklarında düşük puanlar olduğunu göstermektedir. Öğretmen adaylarının en fazla kullanılan yazılımın özelliklerini beğendikleri görülmüştür. Yazılımda ise karakterler, karakterlerin özellikleri ve animasyon oluşturmayı beğendiklerini ifade etmişlerdir. Öğretmen adaylarının en fazla ses kaydı yapmak ve dijital hikâyeye ses eklemek konusunda zorlandıkları belirlenmiştir. Ayrıca bilgisayar ve internet temini de zorlandıkları konulardandır. Dijital hikâye oluşturmak isteyenlere yönelik önerilerin çoğunlukla kullanılacak yazılımla ilgili olduğu tespit edilmiştir.
DAISY (the Digital Accessible Information System) is a technical standard for digital audio books, periodicals, and computerized text. DAISY is designed to be a complete audio substitute for print material and is specically for use by people with “print disabilities”, including blindness, impaired vision, and dyslexia. Based on the MP3 and XML formats, the DAISY format has advanced features in addition to those of a traditional audio book. Users can search; place bookmarks, precisely navigation line by line, and regulate the speaking speed without distortion. DAISY also provides aurally accessible tables, references, and additional information. As a result, DAISY allows visually impaired listeners to navigate something as complex as an encyclopedia or textbook, otherwise impossible using conventional audio recordings. DAISY multimedia can be a book, magazine, newspaper, journal, computerized text, or a synchronized presentation of text and audio. It provides up to six embedded “navigation levels” for content, including embedded objects such as images, graphics, and MathML. In the DAISY standard, navigation is enabled within a sequential and hierarchical structure consisting of (marked-up) text synchronized with audio.
Students' inability to communicate is due to a variety of factors, including a limited vocabulary, a dearth of speaking opportunities, and a dearth of engaging instructional strategies. Stories have been said as a heritage of future generations. Many articles on storytelling to enhance speaking skills and technology integration in education for children have been published recently; however, there is a lack of research that examines storytelling with technology integration to enhance speaking abilities and its future direction. Therefore, this article will review the current trend and pattern of usability of storytelling approach for children. Thus, the aim of this thematic review is to synthesise literature on the storytelling approach from 2017 to 2021. ATLAS.ti.8 is employed to analyse and interpret the data in this article. A keyword search yielded 65 peer-reviewed journal articles, which were then filtered utilising inclusion criteria from Web of Science and SCOPUS databases. However, only 37 publications were utilised as the final articles to be assessed following the exclusion and inclusion procedure. A thematic review of these articles determined 17 initial codes expressing storytelling approach in the speaking skills, grouped in five themes: language skills, communication, pedagogical strategy, attributes characteristics and learning tools. To help children improve their communication abilities and incorporate technology into their education, these findings offer a new framework for storytelling research. This research benefits future researchers focusing on "speaking skills" and "storytelling" integration of technology approach in education.
In the age of change, rapid changes occur in the education and teaching process as in every field. The changes have brought new insights and practices to the mathematics teaching process, just like any other lesson. One of these changes is teaching with storytelling method. Learning with this method can be envisaged to warrant a more permanent, fun and sustainable structure. The stories always have a significant place for the educational process of children from past to present due to their vital texture. Recently, using stories in mathematics teaching has been considered as a fairly new understanding since the effective mathematics teaching process and academic success in mathematics are a quest that has been going on for many years. This quest has been the main driving force in the emergence of different applications. In this regard, this study aims to examine how the pre-service classroom teachers can transfer elementary school mathematics topics to students through stories for sustainable academic and life skills. Having a qualitative research design, the study employed a phenomenological design. The pre-service teachers were asked to turn a topic they chose from the elementary school mathematics curriculum into a story in accordance with the grade level. The participants consisted of 94 pre-service teachers studying at classroom teaching department. Based upon the results obtained from the stories, the stories written by the pre-service classroom were noted to cover all learning domains and sub-learning domains. 94 stories were identified to include each of the 229 objectives available in the Elementary School Mathematics Curriculum.
This study investigated pre-service language teachers’ experiences and capabilities in DST as well as their views on the use of DST in language teaching. A case study design was adopted in the current study. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers’ digital stories were analyzed using rubrics and subjected to descriptive statistics. Data from an open-ended questionnaire on pre-service teachers’ perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students’ learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort, and sophisticated information and communication technology skills.
The goal of this study is to determine how effectively student teachers from a large comprehensive institution have used technology to compliment their teaching in mathematics and science. The researchers reviewed the required Teacher Work Sample (TWS) capstone projects of student teachers. The TWS is an authentic assessment instrument designed to guide student teachers in designing, implementing, reviewing, and adjusting instruction. The TWS document narratives articulated the use of technology, and this use was compared to the 2008 U.S. Department of Education (USDE): Measures of Teacher and Student Technology Use. Data gathered in the study revealed both strengths and weaknesses regarding the student teachers’ use of technology to enhance their teaching goals.
p>Self-efficacy has been persistently cited as a major component in understanding how frequently and successfully individuals use technology. Preservice teachers’ technology self-efficacy is a creditable indicator of graduates’ likelihood to use instructional technology throughout their careers; thus, it is imperative that new teachers graduate with a high sense of self-efficacy regarding their abilities to use technology as an effective teaching tool. The purpose of this study was to determine preservice teachers’ self-efficacy beliefs related to integrating technology into instruction. Elementary preservice teachers (n=28) from a single university completed a Likert-type survey using a forced choice scale with six points. Responses to the 5-item survey were converted to numerical data, and the research question was examined using descriptive statistics. Data indicated that almost all (93%) of the participants incorporated technology into the lessons they taught with the majority (68%) of participants reporting a high level of confidence in their ability to select and utilize technology in teaching. Further, 89% of the participants felt they could integrate technology across the curriculum with 80% indicating they were capable of determining the why, when, and how to do so most of the time.</p
Although project-based learning is a well-known and widely used instructional strategy, it remains a challenging issue to effectively apply this approach to practical settings for improving the learning performance of students. In this study, a project-based digital storytelling approach is proposed to cope with this problem. With a quasiexperiment, the proposed approach has been applied to a learning activity of a science course in an elementary school. A total of 117 Grade 5 students in an elementary school in southern Taiwan were assigned to an experimental group (N = 60) and a control group (N = 57) to compare the performance of the approach with that of conventional project-based learning. A web-based information-searching system, Meta-Analyzer, was used to enable the students to collect data on the Internet based on the questions raised by the teachers, and Microsoft's Photo Story was used to help the experimental group develop movies for storytelling based on the collected data. Moreover, several measuring tools, including the science learning motivation scale, the problem-solving competence scale and the science achievement test, were used to collect feedback as well as evaluate the learning performance of the students. The experimental results show that the project-based learning with digital storytelling could effectively enhance the students' science learning motivation, problem-solving competence, and learning achievement. © International Forum of Educational Technology & Society (IFETS).
Higher education institutions in South Africa are faced with low throughput rates, and the need to enhance students’ interest in their studies is a key objective for higher education institutions. Student engagement is one of the factors shown empirically to enhance student success at higher education institutions. The paper reports on the potential of digital storytelling in enhancing student engagement with their studies, amongst 29 final year pre-service student teachers at a large University of Technology in South Africa, as part of their assessment in their final year professional course. The reason for doing this research was due to the limited adoption of digital storytelling in conventional educational settings globally and the fact that little research has been done internationally and particularly in South Africa, into how digital storytelling can be a vehicle for expanding learning. The study was framed around the engagement construct involving qualitative methods of collecting data. Focus group interviews were conducted with the students and the facilitators of the project to elicit whether the production of digital stories led to student engagement. Focus group interviews were analyzed using inductive strategy. Results showed that the production of digital stories enhanced student engagement with their studies which led to high levels of reflection on the subject matter, which as a result led to a deep understanding of the subject matter. Findings of this study will contribute knowledge in the field which may be valuable in increasing student engagement with their studies.
The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context.
This paper reports on research by two higher education instructors who provided SMART board training to teacher candidates to help them become competent in the use of interactive technology and to integrate instructional technology into their student teaching experience. The instructors modeled effective use of SMART boards during course instruction, offered training on appropriate use of technology for the K-8 classroom, and provided ongoing mentoring of teacher candidates' emerging use of technology during student teaching field experience in a Professional Development School (PDS). Interviews with teacher candidates were conducted to investigate the impact of training on attitudes towards teaching with SMART board technology, and the barriers they encountered in using the technology for instruction. Interview results provided themes that might inform the design of teacher candidate preparation programs. Suggestions are given for teacher training program policies to venerate technology training and practice to encourage and support teacher candidates, and by extension, cooperating teachers in the schools, to effectively integrate technology in their teaching.
Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.
The purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing diverse classrooms is one of the main challenges for all teachers. Digital storytelling can help manage such classrooms. It facilitates the convergence of four student-centered learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into teaching. A qualitative research approach was employed whereby twenty-nine written stories and a recording of a focusgroup interview with purposively selected participants from the group was the data collection technique. The results indicate that the digital storytelling approach exposed the students to new media literacies which prepared them for the rich and diverse contexts which they will encounter in their teaching.
The purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing diverse classrooms is one of the main challenges for all teachers. Digital storytelling can help manage such classrooms. It facilitates the convergence of four student-centered learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into teaching. A qualitative research approach was employed whereby twenty-nine written stories and a recording of a focus-group interview with purposively selected participants from the group was the data collection technique. The results indicate that the digital storytelling approach exposed the students to new media literacies which prepared them for the rich and diverse contexts which they will encounter in their teaching.
This study focused on "digital natives" as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results reveal that (a) the digital-native preservice teachers reported strong positive beliefs in technol-ogy, yet moderate confidence and reserved attitude in using technology; (b) the majority (80%) of them spent the most time on social-communication activities, and only about 10% of them spent the most time on learning-related activities; (c) they were very proficient with basic technologies but were not familiar with more advanced technologies; (d) the scope of their use of Web 2.0 technologies was limited to mainly social-networking Web sites, and they lacked the experiences and expertise in using Web 2.0 technologies with great potential for classroom application; and (e) they lacked experiences and expertise in using classroom technologies, especially assistive technologies. The results suggest that, growing up with technology, digital natives as preservice teachers are savvy with basic technologies and social-communication technologies. However, their technology proficiency is limited by both the narrow scope and the lack of depth of their technol-ogy activities. Systematic technology preparation is needed to help them learn more advanced technologies, classroom technologies, and assistive technologies, and more important, to help them make the connections between technology and teaching and to help them make the transition from digital-native students to digital-native teachers.
The purpose of this research study was to determine how educators, students and others around the world are using digital storytelling to support the educational process. This study provides a general framework about educational uses of digital storytelling in different countries and describes the different perceptions of people in different cultures about this technology. An online survey was used to collect responses from a group of educators, students and others in educational settings to determine how they are using digital storytelling for educational purposes. The results show the current situation of educational uses of digital storytelling around the world and explore some of the benefits and challenges educators face in implementing digital storytelling in their institutions.
The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.
Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only
be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim
of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular
digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo
Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own
stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric,
integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling
into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital
storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their
projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom
observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital
storytelling projects could increase students’ understanding of curricular content and they were willing to transform their
pedagogy and curriculum to include digital storytelling.
This case study investigated math and science teachers? perceptions about the use of creative drama during a digital story (DS) creation process for educational purposes. A total of 25 secondary science and math teachers were selected according to criterion sampling strategy to participate in the study. Data were collected through an open-ended questionnaire and unstructured interviews and then analysed through open coding. Study results showed that most of the science and math teachers had positive opinions about the application of creative drama during the DS creation process. Moreover, the teachers indicated a general preference for using creative drama in their classes to capture students? attention or prompt them to think about their stories at such stages of the DS creation process as scenario design and final presentation. Participants also identified potential obstacles in using creative drama during the DS creation process as teachers not having expertise in creative drama, student inexperience and inappropriate physical conditions of schools.
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.
This study describes the development of a questionnaire to evaluate how teachers perceive technology-integrated math instruction. Following an AMA (Activate Mind Attention) training course, we surveyed 322 teachers to understand their views on the implantation of AMA in the classroom. We also analyzed differences in viewpoints between teachers from Xinjiang and those from Taiwan. This questionnaire could be used in other studies on technology-integrated training for math teachers and also provide a basis for improving AMA design workshops, thereby enhancing the ability of teachers to implement AMA effectively.
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N = 31,555) and 29 secondary studies (N = 25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English classes. The independent variable was information technology-integrated instruction (ITII) on two different levels – lecture-type ITII (comparison group) and DST (experimental group). Both quantitative and qualitative data were collected, including English achievement and critical thinking scores, questionnaire responses for learning motivation, as well as recordings of student and teacher interviews for evaluating the effectiveness of DST in learning. Descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST participants performed significantly better than lecture-type ITII participants in terms of English achievement, critical thinking, and learning motivation. Interview results highlight the important educational value of DST, as both the instructor and students reported that DST increased students' understanding of course content, willingness to explore, and ability to think critically, factors which are important in preparing students for an ever-changing 21st century.
No one really knows what the first story ever told in human history was, but storytelling is an art that spans many civilizations and cultures, and continues to be a major part of our modern lives. More recently, storytelling has gone digital with advances in technology and connectivity. Educators have also rediscovered how storytelling can be an effective teaching pedagogy for engaged student learning. A digital story can engage students’ visual and auditory senses in a way that the written word alone cannot. This article describes such an effort. The Movie-Door-2-Door.com (MD2D) is a digital story spanning 12 episodes. The story revolves around three young business graduates who started their own business and discovered the role of financial information in managing a business along the way. An independent survey by the University’s teaching unit showed that the use of such digital stories can be an appropriate pedagogy to help student contextualize accounting and its role in helping management make decisions. The first four episodes of the MD2D digital story are available for viewing at the SMU website.
The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United States. Results demonstrated that the scale is a valid and reliable measure of teachers' technology skills, beliefs, and barriers and has implications for preservice teacher technology preparation.
In emerging structures of local governance the institutions of elected local government have the potential to fulfil three complementary roles: those of local democracy, public policy making and direct service delivery. Although ICTs (information and communication technologies) could effectively develop all three roles there is a systemic bias which favours service delivery applications and ignores others. This bias can be explained by reference to a network of actors who determine ICT policy in relative isolation from the other policy networks active at the local level. The ways in which this bias is perpetuated are explored through a case study of ICT policy making in UK local government. The implications of the systemic bias for the long-term future of local government, and indeed public administration, are both severe and profound. They suggest an over-emphasis upon performance measurement, a decline in democratic activity and a diminishing capacity among elected bodies to effect broad public policy initiatives.
Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking the cultural and language abilities to handle storytelling in English. On the other hand, researchers have demonstrated successful usages of computer and network-assisted English learning. The researchers in this study have developed a multimedia Storytelling Website to study how web-based technology can assist overcoming the obstacles mentioned above. The website contains an accounts administration module, multimedia story composing module, and story re-playing module. In order to demonstrate the effectiveness of this Website in significantly facilitating teacher’s storytelling and children’s story recall processes in EFL classrooms, it was implemented in one elementary school to test its effectiveness in instruction and in resultant student learning. The results of the study support the significance and the education value of the multimedia Storytelling Website on EFL teaching and learning. If such a Website can be applied within elementary EFL classrooms, the quality of teaching and learning can be improved and students’ enjoyment and success in EFL learning may increase.
The use of individual response technology (IRT) in college classrooms is becoming increasingly common. In order to understand why some students enjoy IRT use whereas others do not, we examined the relationship between personality and attitudes towards IRT use in large and small classrooms. In addition, we investigated the relationship between IRT use and classroom learning. We collected data from 452 undergraduate students (209 males and 243 females). The results show that students who are more extraverted and conscientious report more positive ratings of IRT. Furthermore, students who earn higher grades enjoy IRT use more than other students. Implications for the effective use of IRT in the classroom are discussed and future directions for research are suggested.
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim Dalı
- V Demirer
Yabancı dil öğretmeni adaylarının bilgi ve iletişim teknolojilerinin öğretim amaçlı kullanımına yönelik özyeterlik algıları
- C Çuhadar
- M Yücel
Qualitative research from start to finish
- R K Yin
Oral storytelling and teaching mathematics
- M Schiro
Technology integration for meaningful classroom use. A standard-based approach
- K Cennamo
- J Ross
- P Ertmer