A material for education process and the Teacher: the use of digital storytelling in preschool science education

Yilmaz, Melek Merve; Sığırtmaç, Ayperi

doi:10.1080/02635143.2020.1841148

Cited by 14 publications

(7 citation statements)

References 43 publications

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“…Although Furman et al (2019) did not see any difference in science knowledge in their quasi-experimental study, they noted an increase in digital literacy for those using technology. This, as well as increased motivation, has also been noted in other studies (Moore and Keys Adair 2015;Yilmaz and Siğirtmaç 2020). Moore and Keys Adair also found that the use of tablets in science (among other subjects) favored increased autonomy, collaboration, independence, and interaction among the children.…”

Section: Teaching Science With Digital Toolssupporting

confidence: 76%

“…Although some studies have presented examples of using digital tools in preschool, few have focused on using them to teach science and the benefits of this approach (Kewalramani and Havu-Nuutinen 2019;Otterborn, Schönborn, and Hultén 2019;Yilmaz and Siğirtmaç 2020). Following, we highlight some concrete examples of such studies.…”

Section: Teaching Science With Digital Toolsmentioning

confidence: 99%

“…Other studies have focused on the PSTs' views on teaching science using digital tools. These studies have argued for the need for training and time to prepare (Otterborn, Schönborn, and Hultén 2019;Yilmaz and Siğirtmaç 2020). This includes time to contemplate their use, so that the digital tools do not become a distraction (Wilson 2019).…”

Section: Teaching Science With Digital Toolsmentioning

confidence: 99%

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Affordances and obstacles when integrating digital tools into science teaching in preschools

Walan

Enochsson

2022

Research in Science & Technological Education

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Background: Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose: This article investigates preschool teachers' perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample: Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method: Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers' experiences. Results: Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion: Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies.

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Section: Teaching Science With Digital Toolssupporting

confidence: 76%

Section: Teaching Science With Digital Toolsmentioning

confidence: 99%

Section: Teaching Science With Digital Toolsmentioning

confidence: 99%

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Affordances and obstacles when integrating digital tools into science teaching in preschools

Walan

Enochsson

2022

Research in Science & Technological Education

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“…Digital competence in the aspect of knowledge and attitude strongly supports the role of teachers in improving the quality of the learning process, while digital competence in the aspect of attitude strongly supports the role of teachers outside of school, especially in dealing with various digital crimes, maintaining, and improving the digital reputation of teachers in the school environment and at the same time. in their community (Spiteri & Chang Rundgren, 2017;Yilmaz & Siğirtmaç, 2020).…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of the digital competency training program in improving the digital competence of elementary school teachers

Munawaroh

Ali²,

Hernawan³

2022

CJES

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The purpose of this study was to examine the design of a digital competency training program to improve the digital competence of teachers at the elementary school level. This study used a quasi-experimental method with a pretest and posttest design. The participants in this study were elementary school teachers from Yogyakarta. There were 800 teachers involved with the composition of 400 experimental class teachers and 400 control class teachers. This digital literacy program is carried out through several stages, namely the pre-test, intervention, and post-test stages. This digital literacy program lasts for one semester or 6 months with the main objective of improving the digital competence of teachers from three aspects, namely conceptual, procedural, and attitudes towards digital competence of teachers. The results showed that the intervention of this program was able to significantly improve the digital skills of teachers. The increase in digital skills of teachers in the experimental group is marked by increasing digital skills in three aspects, namely conceptual, procedural, and attitudinal digital competencies. The implication of this research is that digital competency training programs can be an alternative for stakeholders in order to improve teacher competencies while improving school quality. Keywords: Digital competence of teachers, digital competence training program, Internet, digital literacy.

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“…These aids also help develop higher-level skills, such as meditation, accurate observation, and scientific thinking. Using teaching aids improves the quality of learning, raises children' performance level, and caters to all learners' styles, including auditory, visual, and kinesthetic learners (Yilmaz & Sig˘irtmac x, 2023). Additionally, these aids contribute to the diversification of reinforcement methods.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study

Alotaibi

2023

Sage Open

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Kindergarten educators play a crucial role in promoting young children’s technological awareness and ensuring that they possess the necessary skills and knowledge to integrate technology effectively into their teaching practices. This study examines the factors that influence early childhood educators’ use of digital educational aids, that is, media and technology. The study employs a sequential explanatory design, which is a mixed-methods approach consisting of two phases. The first phase is quantitative, where data is collected through surveys, and the second phase is qualitative, where semi-structured interviews are conducted among a small subsample to gain a deeper understanding of the participants’ perspectives. The survey data collected from 369 early childhood educators revealed that attitudes toward the value of technology in aiding children’s learning had the strongest influence on technology use. Additionally, semi-structured interviews conducted with 62 educators found that teacher beliefs, knowledge, and attitudes, as well as access to technology and media resources, influenced the frequency and quality of technology and media use in preschool classrooms. These findings emphasize the importance of extrinsic factors including support, resources, and policies, while intrinsic factors include confidence and beliefs. Moreover, teacher attitudes toward the value of technology for learning and confidence using technology had the strongest positive effects on actual technology use.

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A material for education process and the Teacher: the use of digital storytelling in preschool science education

Cited by 14 publications

References 43 publications

Affordances and obstacles when integrating digital tools into science teaching in preschools

Affordances and obstacles when integrating digital tools into science teaching in preschools

The effectiveness of the digital competency training program in improving the digital competence of elementary school teachers

Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study

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