Use of Digital Storytelling in the 4th Grade Social Studies Course

Kırıkçı, Abdullah Cevdet; Ciğerci, Fatih Mehmet; Arikan, İrfan

doi:10.15345/iojes.2020.05.008

Cited by 7 publications

(3 citation statements)

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“…When the related studies are examined, it is seen that digital stories are used in different courses and grade levels. In this regard, according to the opinions of teachers and students, digital stories can be used within the scope of courses such as Science and Technology (Uslupehlivan, Erden, & Cebesoy, 2017), Mathematics (Büyükkarcı & Müldür, 2022), Physics (Kahraman, 2013), Social studies (Kirikci, Cigerci, & Arikan, 2020;Sarıtepeci, 2017;Şeker-Sezginsoy, 2016) as well as in various other courses (Karakoyun, 2014). At the same time, it is seen that it contributes to the development of various skills such 21st century literacy skills, various thinking skills, creativity, problem solving and technology literacy (Barrett, 2006;Ohler, 2008;Hung, Hwang & Huang, 2012;Robin, 2016;Sarıtepeci, 2017;Şeker-Sezginsoy, 2016).…”

Section: Digital Stories and Their Use In Educationmentioning

confidence: 99%

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Kaya¹

2023

MOJET

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The aim of this study was to determine the views of primary school teachers who gave language courses (mother tongue and foreign language) at the primary school level, about the use of information technologies, digital story preparation, and its use in lessons in the language teaching process. In the study, the phenomenology design, one of the qualitative research methods, was used. The participants were primary school teachers and English teachers who took part in the Digital Story Preparation training given within the scope of the European Union Comenius Regio. Among the 30 teachers who joined the training, 14 voluntarily participated in the study. At the end of the training, a written form prepared to consult the written views of the teachers was used as a data collection tool in the study. According to the research results, the teachers had positive attitudes and thoughts about the use of information technologies in the language teaching process and used them in the preparation, teaching-learning process, and evaluation stages of their lessons. However, their tendency to use ready-made e-learning content was found to be high. In addition, it was concluded that the practice-based Digital Story Preparation training they attended was beneficial and that the training contributed positively to their own professional development as well as to their thoughts and attitudes regarding technology integration into education.

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Section: Digital Stories and Their Use In Educationmentioning

confidence: 99%

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Kaya¹

2023

MOJET

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“…In the teacher education setting, pre-service teachers gain benefit from the chance to design and produce digital storytelling book as its process includes thinking about how to engage their target students' reading habits and include them in the development of authentic content creation (Ozüdogru & Çakir, 2020). Therefore, digital storytelling is being used more frequently to help pre-service teachers develop their digital literacies and skills (Shinas & Wen, 2022) and to prepare them to integrate technology into the classroom better (Cetin, 2021;Kirikci, et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers

Signori,

Drajati,

Putra

2024

ELTF

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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.

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“…There is research on the use of digital storytelling in education. In these studies, the effects of digital storytelling on student success, motivation, and technology skills in social and science courses were discussed (Demirer, 2013;Göçen, 2014;Karakoyun, 2014;Robin, 2016;Gernes & Belanger, 2019;Buldur, 2019;Yazıcı et al, 2020;Fisanick & Stakeley, 2020;Sarıtepeci & Çakır, 2017;Kırıkçı et al, 2020;Lanszki, 2022).…”

Section: Introductionmentioning

confidence: 99%

A History Lesson Designed with the Digital Storytelling Method: Kara Fatma Example

Özdemir,

Tuna

2023

IJELS

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Due to the reflections of the changes and developments in science and technology in the field of education, students need educational opportunities that can meet their changing learning needs. Based on this need, the main purpose of this study is to evaluate the digital storytelling process in history teaching and the contribution of this method to history teaching through the views of students. To achieve this goal, a history lesson about “Kara Fatma”, one of the heroines of the National Struggle in the 12th Grade Turkish Republic History of Revolution and Kemalism course, was designed using the digital storytelling method. A seven-week-long study was planned. The qualitative research method was used in the study. The study group consisted of 15 volunteer 12th-grade students. A semi-structured interview form was used to determine the evaluations of the students about the digital storytelling process, and a checklist was employed to evaluate students’ digital stories. The study data were analyzed with content analysis. As a result, it was found that students only used internet sources during the evidence search process, their knowledge of history was enriched with digital storytelling, and that they had difficulty eliciting material for their stories from a huge stack of information. It was concluded that this application contributed to making history lessons fun and could contribute to the presentation of brief and concise, but not long and boring, information and the use of critical thinking skills in lessons. Thus, it has been understood that digital storytelling may contribute to the development of historical literacy in students.

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Use of Digital Storytelling in the 4th Grade Social Studies Course

Cited by 7 publications

References 0 publications

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers

A History Lesson Designed with the Digital Storytelling Method: Kara Fatma Example

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