Integrating Social Studies and English Language Arts: Digital Stories and the Revolutionary War

Yearta, Lindsay

doi:10.1002/trtr.1806

Cited by 8 publications

(7 citation statements)

References 7 publications

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“…Over three-quarters of the instructors also agreed that the use of multimodal digital literacy practices in 21st-century classrooms is essential. The acknowledgment of the value of multimodality is consistent with previous studies [24], [34]- [37], where it was found that appropriate employment of multimodal digital literacy methodologies and resources serves as an optimal intersemiotic complementarity in teaching and learning.…”

Section: Discussionsupporting

confidence: 88%

Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

Almusharraf

Engemann

2020

Int. J. Emerg. Technol. Learn.

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It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.

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Section: Discussionsupporting

confidence: 88%

Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

Almusharraf

Engemann

2020

Int. J. Emerg. Technol. Learn.

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“…Çünkü dijital hikâye anlatımının disiplinlerarası kullanımı öğrenciler için ilgi çekici bulunurken zamanı akıllıca kullanmaya ve konulara ilişkin genel ve kapsamlı bir yaklaşım sergilemeye ilişkin olumlu bir katkı sağladığı değerlendirilmektedir (Pavlou, 2020). Disiplinlerin dijital hikâye anlatımının multimodal formatında entegrasyonu, derin içerik öğrenimi olanaklarını genişletebilmekte ve öğrencileri yazar olarak konumlandırabilmektedir (Yearta, 2019). Alanyazında teknolojinin, sosyal bilimler disiplinleri için potansiyel bir itici güç olduğu fakat bu potansiyelin yeteri kadar ortaya çıkarılmadığı değerlendirilmektedir (Manfra, 2014).…”

Section: Sonuç Ve Tartışmaunclassified

Dijital Hikaye Anlatımının Disiplinlerarası Öğretim Bağlamında Kullanım Durumları

Bahadir

Tüfekci

Çakır

2021

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Dijital hikâye anlatımı, disiplinlerarası öğretim, Tasarım temelli öğrenme Özet Bu çalışmanın amacı alanyazında disiplinlerarası öğretim yaklaşımı ile ele alınan dijital hikâye anlatımı çalışmalarını (DHA) betimleyerek DHA'nın farklı disiplinlerdeki bilgi ve becerileri ortak bir amaç doğrultusunda birbirine entegre etme potansiyelini ortaya çıkarmak ve bu yönde yapılacak çalışmalar için bir temel oluşturmaktır. 2014-2020 yılları arasında alanyazında yer alan DHA çalışmaları disiplinlerarası öğretim yaklaşımı ile uygulanma kriteri göz önünde bulundurularak betimsel tarama yöntemi ile taranmıştır. Ulaşılan 12 makale yayın yılı, uygulandığı ülke, katılımcı sayısı, sınıf düzeyi, çalışılan disiplin alanları, disiplin alanlarının entegrasyon durumları, araştırma metodu ve öğrenme çıktıları ölçütleri doğrultusunda içerik analizine tabi tutulmuştur. Yapılan analiz sonucunda alanyazında DHA'nın disiplinlerarası öğretim bakımından uygulandığı çalışma sayısının 2019 yılından itibaren artış göstermeye başladığı tespit edilmiştir. Çalışmalarda çoğunlukla teknolojinin yabancı dil ve ana dil ile entegrasyonu üzerinde durulduğu görülmüştür. Elde edilen sonuçlar doğrultusunda DHA'nın, birden fazla disiplin alanını disiplinlerarası öğretim bağlamında birbiri ile entegre etmek üzere kullanmak için etkin ve güçlü bir yöntem olduğu değerlendirilmektedir.

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“…Digital Storytelling (DST) refers to a project-based instruction in which students work in groups to research the topic they choose and then make a short video clip to present what they have found in the form of storytelling. In this study, the researcher designed the project-based instruction by adapting Yearta's (2019) DST framework.…”

Section: Definitions Of Termsmentioning

confidence: 99%

“…The most recent one among them is from Yearta (2019). Yearta (2019) proposed a framework of DST, which includes:…”

Section: Dst Instructional Frameworkmentioning

confidence: 99%

“…2013) as a technology-mediated, task-based, multiliteracy project. According toYearta (2019), there are five stages in Digital Storytelling including (1) Planning/selecting a topic, (2) Conducting research, (3) Drafting, (4) Revising, and(5) Publishing for an authentic audience. Furthermore, for its successful implementation,Beckett and Slater (2018) said that the following aspects should be in place.…”

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confidence: 99%

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Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

Hon¹

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The objectives of the study were threefold: (1) to investigate the effect of Digital Storytelling on Cambodian Undergraduate Students’ English reading ability, (2) to explore Cambodian Undergraduate Students’ perception on their digital literacy after participating in Digital Storytelling, (3) to explore Cambodian Undergraduate Students’ perceptions on Digital Storytelling,. The participants of the study were English-majored students (n = 18) in the foundation year from the School of Foreign languages (SFL) at the University of Cambodia (UC). Both qualitative and quantitative data were collected. For the first research objective, a Wilcoxon Signed Rank test was implemented to determine the difference between the pre-and post-English tests, followed by the effect-size calculation. For the second research objective, descriptive statistics, content analysis, and Friedman’s test were used. For the third research objective, content analysis was utilized. The results of the study showed that the post-test scores of the students from the English reading test were higher than the pretest scores of the students at a significant level (p < .05) with a large effect size of 0.69. Furthermore, After participating in Digital Storytelling, the student had positive perceptions toward their digital literacy. In general, they held positive perceptions toward Digital Storytelling.

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Integrating Social Studies and English Language Arts: Digital Stories and the Revolutionary War

Cited by 8 publications

References 7 publications

Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

Dijital Hikaye Anlatımının Disiplinlerarası Öğretim Bağlamında Kullanım Durumları

Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

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