Digital Storytelling Experiences of Social Studies Pre-Service Teachers

Abstract

The purpose of the present study is to determine the pre-service social studies teachers’ opinions about digital storytelling process that they were experienced during 2018-2019 fall term. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through programs like windows movie maker, IMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them were who generally stated most positive views towards the digital storytelling process and other three were who generally reflected the challenges and difficulties during the process.

The Effect of Digital Storytelling Method on Learning and Study Strategies

“…Digital storytelling let learners to collaborate, share, focus on knowledge, create, design and present. Learning happens as a result of this interaction and challenges which learners encountered help them to learn more as problem solvers (Yigit, 2020).…”

“…Condy, Chigona, Gachago and Ivala (2012) sign that storytelling has been in teaching and learning process throughout the history and stories have been helpful for understanding on the basis of a practice. Digital storytelling is a technology application that is wellpositioned to take advantage of user-contributed content and to help teachers overcome some of the obstacles to productively using technology in their classrooms (Yigit, 2020). Digital storytelling is a way of presenting traditional stories in digital platforms as using visual and auditory materials.…”

An Alternative Teaching Process in a Social Studies Course: Learning through Digital Storytelling

“…Son yıllarda farklı alanlar ve örneklem grupları açısından dijital öykülerin kullanımının etkililiğine yönelik araştırmaların sayısında artış olmasına rağmen sosyal bilgiler dersinde dijital öykülere yönelik araştırmaların sınırlı sayıda olduğu görülmektedir. Bu araştırmaların ağırlıkla ortaokul düzeyinde yapıldığı Saripudin vd., 2021;Turan ve Sezginsoy-Şeker, 2018;Yiğit, 2020) ilkokul düzeyinde ise oldukça az sayıda araştırmanın yapıldığı tespit edilmiştir (Ünlü, 2018;.…”

“…These studies have been conducted mostly at the secondary school level Turan & Sezginsoy-Şeker, 2018;Yiğit, 2020), along with very few studies conducted at the primary school level (Ünlü, 2018;. However, considering the importance of making information concrete especially in primary school (Slavin, 2017), it is of great importance to concretize the social studies course, which includes abstract concepts, through digital storytelling for children in the concrete operational stage.…”

A phenomenological investigation of an English storyteller

“…These were the most straightforward ways for her to understand the storytelling text comprehensively. According to Yigit (2020), students in multilingual classes reflect their cultural environment, and stories allow us to learn about them. Because stories are typically told by people who have lived through the events and said the words.…”