How Powerful Is Digital Storytelling for Teaching?

Abstract

The purpose of this study is to reveal the opinions of pre-service teachers regarding the teaching of digital storytelling, which is one of the methods where students actively participate in the learning process, produce content, and learn while having fun, unlike the conventional methods. The research was undertaken as a case study. The study was carried out in Gazi University in the 2015-2016 academic year. The results of the research suggest that the pre-service teachers were mostly pleased with the digital storytelling task. Pre-service teachers who studied in groups were more satisfied and the pre-service teachers believed that digital storytelling positively affected many higher-order thinking skills, creativity in particular. Although higher-order thinking skills are not expected to improve with such short tasks, it can be suggested that the topic may have a positive effect.

Evaluation of Digital Storytelling in terms of Pre-Service ICT Teachers' Perceived TPACK Levels and Teaching Proficiency Self-Efficacy Levels: A Mixed-Method Study

“…Although ICT pre-service teachers consider it an easy process for them, they think it can be a time consuming and difficult process for other teachers. This finding coincides with the study of Karataş, Kukul and Özcan (2018) and Yiğit (2020). Pre-service teachers generally think that processes other than traditional methods are difficult and time-consuming.…”

“…The pre-service teachers emphasize that they can make their lessons more enjoyable with digital storytelling, enable their students to be active in the lessons, and develop their creativity. This finding corresponds exactly to the study findings of Karataş, Kukul and Özcan (2018). It can be thought that students' commitment to the lesson will increase by having fun in the lessons (Nam, 2017).…”

“…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 (Hung, Hwang, & Huang, Kukul 2012;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.…”

“…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. (Karataş, Kukul, & Özcan, 2018). This finding can be seen as an essential finding that must be overcome for successful technology integration.…”

Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

“…(Joo et al, 2018). When the digital storytelling literature is examined, it is seen that some researches are about the perceptions of teachers or pre-service teachers on digital storytelling (Condy et al, 2012; Karataş et al, 2018; Kilic and Sancar-Tokmak, 2017; Kocaman-Karoglu, 2014; Yuksekyalcin et al, 2016); some researches are about the effect of digital storytelling on different variables like motivation, achievement, etc. (Hung et al, 2012; Nam, 2017; Yang and Wu, 2012); some researches are about the effect of digital storytelling on TPACK skills (Sancar-Tokmak et al, 2014; Sancar-Tokmak and Yanpar-Yelken, 2015).…”