Research Article
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Opinions and Perceptions of Prospective Turkish Teachers Related to the Digital Storytelling Process

Year 2018, Volume: 11 Issue: 4, 718 - 747, 24.10.2018
https://doi.org/10.30831/akukeg.392654

Abstract

In this research, it is aimed to investigate the opinions and perceptions of prospective Turkish teachers about digital storytelling process. In the study, case study design was used. The study group was determined through convenience sampling from purposeful sampling methods and it consisted of 35 prospective teachers at Recep Tayyip Erdoğan University, Department of Turkish Language Teaching. The Metaphor Identification Form was used to identify the perceptions of prospective teachers related to digital stories and the “Semi-structured Interview Form” was used to determine their opinions about digital storytelling process. The data were analyzed by content analysis. As a result of the research, it was determined that the digital storytelling process mostly improved the writing, technology and speaking skills of prospective Turkish teachers. It was also found that prospective Turkish teachers perceived digital stories as a fun, gripping and reflective tool.

References

  • Alexander, B. (2011). The new digital storytelling: Creating narratives with new media. Santa Barbara, CA: Praeger.
  • Baki, Y. (2015). Dijital öykülerin altıncı sınıf öğrencilerinin yazma sürecine etkisi. Yayımlanmamış doktora tezi, Atatürk Üniversitesi, Erzurum.
  • Baki, Y., ve Feyzioğlu, N. (2017). Dijital öykülerin 6. sınıf öğrencilerinin öykü yazma becerilerine etkisi. International Online Journal of Educational Sciences, 9(3), 686-704.
  • Ballast, K., Stephens, L., & Radcliffe, R. (2008). The effects of digital storytelling on sixth grade students’ writing and their attitudes about writing. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 875-879). Chesapeake, VA: AACE.
  • Bjørgen, A. M. (2010). Boundary crossing and learning identities-digital storytelling in primary schools. International Journal of Media, Technology and Lifelong Learning, 6(2), 161-177.
  • Bogard, J. M., Mary C., & McMackin, M. C. (2012). Combining traditional and new literacies in a 21st-century writing workshop. The Reading Teacher, 65(5), 313-323.
  • Borneman, D., & Gibson, K. (2011). Digital storytelling: Meeting standards across the curriculum in a WWII/Holocaust unit. School Library Monthly, 27(7), 16-17.
  • Botturi, L., Bramani, C., & Corbino, S. (2012). Finding your voice through digital storytelling. TechTrends, 56(3), 10-11.
  • Chung, S. K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22.
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research method in Education. London: Routledge.
  • Condy, J., Chigona, A., Gachago, D., & Ivala, E. (2012). Pre-service students’ perceptions and experiences of digital storytelling in diverse classrooms. The Turkish Online Journal of Educational Technology, 11(3), 278-285.
  • Creswell, J. W. (2012). Educational research. Boston: Pearson Education.
  • Çıralı, H. (2014). Dijital hikâye anlatımının görsel bellek ve yazma becerisi üzerine etkisi. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri. Yayımlanmamış doktora tezi, Necmettin Erbakan Üniversitesi, Konya.
  • Diaw, P. W. (2009). Case study: The ınfluence of storytelling as prewriting activity (ın the writing process) on narrative writing in the child left behind learning environment. Unpublished doctoral dissertation, Saint Joseph’s University, USA: Pennsylvania.
  • Di Blas, N., & Paolini, P. (2013). Beyond the school’s boundaries: Policultura, a large-scale digital storytelling initiative. Educational Technology & Society, 16(1), 15-27.
  • Dörner, R., Grimm, P., & Abawi, D. F. (2002). Synergies between interactive training simulations and digital storytelling: a component-based framework. Computers & Graphics, 26(1), 45-55.
  • Dursun, Ö. Ö., ve Odabaşı, H. F. (2013). Çoklu ortam tasarımı. Ankara: PegemA Yayıncılık.
  • Fries-Gaither, J. (2010). Digital storytelling supports writing across content areas. Ohio Journal of English Language Arts, 50(1), 9-13.
  • Foley, L. M. (2013). Digital storytelling in primary-grade classrooms. Unpublished doctoral dissertation, University of Arizona State, USA.
  • Gakhar, S. & Thompson, A. (2007). Digital storytelling: Engaging, communicating, and collaborating. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 607-612). Chesapeake, VA: AACE.
  • Glesne, C. (2013). Nitel araştırmaya giriş. (Çev. Ed. A. Ersoy ve P. Yalçınoğlu). Ankara: Anı Yayıncılık. (Eserin orijinali 2011‟de yayımlandı).
  • Gordon, C. (2011). Digital Storytelling in the classroom: Three case studies. Unpublished doctoral dissertation. University of Arizona State.
  • Gregory, K., & Steelman, J. (2009, February). Digital storytelling: Powerful student engagement with multiple benefits. Paper presented at the annual meeting of the National Association of Developmental Education, Greensboro, NC.
  • Green, L. S. (2013). Language learning through a lens: The case for digital storytelling in the second language classroom. School Libraries Worldwide, 19(2), 23-36.
  • Günay, V. D. (2008). Görsel okuryazarlık ve imgenin anlamlandırılması. SDÜ Arte-Güzel Sanatlar Fakültesi Sanat Dergisi, 1(1), 1-29.
  • Jakes, D. S. & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. 20.03.2011 tarihinde http://www.jakesonline.org/ dstory_ice.pdf adresinden erişilmiştir.
  • İnceelli, A. (2005). Dijital hikâye anlatımının bileşenleri. The Turkish Online Journal of Educational Technology, 4(3), 132-142.
  • Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi. Yayınlanmamış doktora tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Karataş, S., Bozkurt, Ş. B. ve Hava, K. (2016). Tarih öğretmeni adaylarının öğretim ortamlarında dijital hikâye anlatımı etkinliğinin kullanımına yönelik görüşleri. International Journal of Human Sciences, 13(1), 500-509.
  • Kearney, M. (2011). A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36(2), 169-188.
  • Kervin, L., & Mantei, J. (2011). This is me: children teaching us about themselves through digital storytelling. Practically Primary, 16(1), 4-9.
  • Kobayashi, M. (2012). A digital storytelling project in a multicultural education class for pre-service teachers. Journal of Education for Teaching, 38(2), 215-219.
  • Kocaman Karoğlu, A. (2015a). Öğretim sürecinde hikâye anlatmanın teknolojiyle değişen doğası: Dijital hikâye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
  • Kordaki, M., & Agelidou, E. (2010). A learning design-based environment for online, collaborative digital story telling: an example for environmental education. International Journal of Learning, 17(5), 94-105.
  • Kulla-Abbott, T., & Polman, J. L. (2008). Engaging student voice and fulfilling curriculum goals with digital stories. THEN: Technology, Humanities, Education, Narrative, 5, 38-60.
  • Kurudayıoğlu, M. ve Bal, M. (2014). Ana dili eğitiminde dijital hikâye anlatımlarının kullanımı. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 28, 77-99.
  • Lee, L. (2014). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2), 338-356.
  • Mathison, C., & Pohan, C. A. (2007). Helping experienced and future teacher build professional interaction skill through the writing and reading of narratives. Issues in Teacher Education, 16(1), 61-73.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189-193.
  • Merritt, S. (2006). Digital storytelling: time, identity and morality in multimedia personal narratives of college writing students. International Journal of Learning, 13(8), 21-36.
  • Menezes, H. (2012). Using digital storytelling to improve literacy skills. IADIS International Conference on Cognitionand Exploratory Learning in Digital Age. ERIC document.
  • Miller, E. A. (2009). Digital storytelling. (Unpublished master’s thesis). University of Northern Iowa.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd. Ed.). USA: SAGE Publication.
  • More, C. (2008). Digital stories targeting social skills for children with disabilities: Multidimensional learning. Intervention In School And Clinic, 43(3), 168-177.
  • Norman, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning (Unpublished doctoral dissertation). Norwegian University of Science and Technology, Norwegian.
  • Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
  • Oskoz, A., & Elola, I. (2016). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(03), 326-342. doi: 10.1017/S0958344016000094.
  • Parsa, A. F. (2007). İmgenin gücü ve görsel kültürün yükselişi. Fotografya Dergisi, 19, 1-10.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). USA: SAGE Publication.
  • Paull, C. N. (2002). Self-perceptions and social connections: Empowerment through digital storytelling in Adult Education. Dissertation Abstracts International. (UMI No. 3063630)
  • Punch, K. F. (2011). Introduction to research methods in education. London: SAGE Publication.
  • Reinders, H. (2011). Digital storytelling in the foreign language classroom. ELT World Online Blog. Retrieved November, 26, 1-9.
  • Resnick, M. (2002). Rethinking learning in the digital age. In the Global Information Technology Report: Readiness for the Networked World, 3, 32-36.
  • Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 709-716). Chesapeake, VA: AACE.
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
  • Robin, B., & McNeil, S. G. (2013). The evolution of digital storytelling technologies: From PCs to iPads and e-Books. R. McBride and M. Searson, (Eds.). Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (s. 1712-1720). Chesapeake, VA: AACE.
  • Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field. New Directions for Adult and Continuing Education, 126, 37-48.
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Türkçe Öğretmeni Adaylarının Dijital Öyküleme Sürecine İlişkin Görüşleri ve Algıları

Year 2018, Volume: 11 Issue: 4, 718 - 747, 24.10.2018
https://doi.org/10.30831/akukeg.392654

Abstract

Bu araştırmada, Türkçe öğretmeni adaylarının dijital öyküleme sürecine ilişkin görüşlerinin ve algılarının incelenmesi amaçlanmıştır. Araştırmada durum çalışması deseni kullanılmıştır. Çalışma grubu, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi yoluyla belirlenmiş olup Recep Tayyip Erdoğan Üniversitesi Türkçe Öğretmenliği Bölümü 3. sınıfta öğrenim gören 35 öğretmen adayından oluşmaktadır. Öğretmen adaylarının, dijital öyküleme sürecine ilişkin görüşlerini belirlemek için ise “Yarı Yapılandırılmış Görüşme Formu” ve dijital öykülere ilişkin algılarını tespit etmek için “Metafor Belirleme Formu” kullanılmıştır. Veriler, içerik analizi yoluyla değerlendirilmiştir. Araştırma sonucunda dijital öyküleme sürecinin, Türkçe öğretmeni adaylarının en çok yazma, teknoloji ve konuşma becerilerini geliştirdiği tespit edilmiştir. Araştırmada ayrıca Türkçe öğretmeni adaylarının dijital öyküleri eğlenceli, sürükleyici, yansıtıcı bir araç olarak algıladıkları tespit edilmiştir.

References

  • Alexander, B. (2011). The new digital storytelling: Creating narratives with new media. Santa Barbara, CA: Praeger.
  • Baki, Y. (2015). Dijital öykülerin altıncı sınıf öğrencilerinin yazma sürecine etkisi. Yayımlanmamış doktora tezi, Atatürk Üniversitesi, Erzurum.
  • Baki, Y., ve Feyzioğlu, N. (2017). Dijital öykülerin 6. sınıf öğrencilerinin öykü yazma becerilerine etkisi. International Online Journal of Educational Sciences, 9(3), 686-704.
  • Ballast, K., Stephens, L., & Radcliffe, R. (2008). The effects of digital storytelling on sixth grade students’ writing and their attitudes about writing. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 875-879). Chesapeake, VA: AACE.
  • Bjørgen, A. M. (2010). Boundary crossing and learning identities-digital storytelling in primary schools. International Journal of Media, Technology and Lifelong Learning, 6(2), 161-177.
  • Bogard, J. M., Mary C., & McMackin, M. C. (2012). Combining traditional and new literacies in a 21st-century writing workshop. The Reading Teacher, 65(5), 313-323.
  • Borneman, D., & Gibson, K. (2011). Digital storytelling: Meeting standards across the curriculum in a WWII/Holocaust unit. School Library Monthly, 27(7), 16-17.
  • Botturi, L., Bramani, C., & Corbino, S. (2012). Finding your voice through digital storytelling. TechTrends, 56(3), 10-11.
  • Chung, S. K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22.
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research method in Education. London: Routledge.
  • Condy, J., Chigona, A., Gachago, D., & Ivala, E. (2012). Pre-service students’ perceptions and experiences of digital storytelling in diverse classrooms. The Turkish Online Journal of Educational Technology, 11(3), 278-285.
  • Creswell, J. W. (2012). Educational research. Boston: Pearson Education.
  • Çıralı, H. (2014). Dijital hikâye anlatımının görsel bellek ve yazma becerisi üzerine etkisi. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri. Yayımlanmamış doktora tezi, Necmettin Erbakan Üniversitesi, Konya.
  • Diaw, P. W. (2009). Case study: The ınfluence of storytelling as prewriting activity (ın the writing process) on narrative writing in the child left behind learning environment. Unpublished doctoral dissertation, Saint Joseph’s University, USA: Pennsylvania.
  • Di Blas, N., & Paolini, P. (2013). Beyond the school’s boundaries: Policultura, a large-scale digital storytelling initiative. Educational Technology & Society, 16(1), 15-27.
  • Dörner, R., Grimm, P., & Abawi, D. F. (2002). Synergies between interactive training simulations and digital storytelling: a component-based framework. Computers & Graphics, 26(1), 45-55.
  • Dursun, Ö. Ö., ve Odabaşı, H. F. (2013). Çoklu ortam tasarımı. Ankara: PegemA Yayıncılık.
  • Fries-Gaither, J. (2010). Digital storytelling supports writing across content areas. Ohio Journal of English Language Arts, 50(1), 9-13.
  • Foley, L. M. (2013). Digital storytelling in primary-grade classrooms. Unpublished doctoral dissertation, University of Arizona State, USA.
  • Gakhar, S. & Thompson, A. (2007). Digital storytelling: Engaging, communicating, and collaborating. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 607-612). Chesapeake, VA: AACE.
  • Glesne, C. (2013). Nitel araştırmaya giriş. (Çev. Ed. A. Ersoy ve P. Yalçınoğlu). Ankara: Anı Yayıncılık. (Eserin orijinali 2011‟de yayımlandı).
  • Gordon, C. (2011). Digital Storytelling in the classroom: Three case studies. Unpublished doctoral dissertation. University of Arizona State.
  • Gregory, K., & Steelman, J. (2009, February). Digital storytelling: Powerful student engagement with multiple benefits. Paper presented at the annual meeting of the National Association of Developmental Education, Greensboro, NC.
  • Green, L. S. (2013). Language learning through a lens: The case for digital storytelling in the second language classroom. School Libraries Worldwide, 19(2), 23-36.
  • Günay, V. D. (2008). Görsel okuryazarlık ve imgenin anlamlandırılması. SDÜ Arte-Güzel Sanatlar Fakültesi Sanat Dergisi, 1(1), 1-29.
  • Jakes, D. S. & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. 20.03.2011 tarihinde http://www.jakesonline.org/ dstory_ice.pdf adresinden erişilmiştir.
  • İnceelli, A. (2005). Dijital hikâye anlatımının bileşenleri. The Turkish Online Journal of Educational Technology, 4(3), 132-142.
  • Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi. Yayınlanmamış doktora tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Karataş, S., Bozkurt, Ş. B. ve Hava, K. (2016). Tarih öğretmeni adaylarının öğretim ortamlarında dijital hikâye anlatımı etkinliğinin kullanımına yönelik görüşleri. International Journal of Human Sciences, 13(1), 500-509.
  • Kearney, M. (2011). A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36(2), 169-188.
  • Kervin, L., & Mantei, J. (2011). This is me: children teaching us about themselves through digital storytelling. Practically Primary, 16(1), 4-9.
  • Kobayashi, M. (2012). A digital storytelling project in a multicultural education class for pre-service teachers. Journal of Education for Teaching, 38(2), 215-219.
  • Kocaman Karoğlu, A. (2015a). Öğretim sürecinde hikâye anlatmanın teknolojiyle değişen doğası: Dijital hikâye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
  • Kordaki, M., & Agelidou, E. (2010). A learning design-based environment for online, collaborative digital story telling: an example for environmental education. International Journal of Learning, 17(5), 94-105.
  • Kulla-Abbott, T., & Polman, J. L. (2008). Engaging student voice and fulfilling curriculum goals with digital stories. THEN: Technology, Humanities, Education, Narrative, 5, 38-60.
  • Kurudayıoğlu, M. ve Bal, M. (2014). Ana dili eğitiminde dijital hikâye anlatımlarının kullanımı. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 28, 77-99.
  • Lee, L. (2014). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2), 338-356.
  • Mathison, C., & Pohan, C. A. (2007). Helping experienced and future teacher build professional interaction skill through the writing and reading of narratives. Issues in Teacher Education, 16(1), 61-73.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189-193.
  • Merritt, S. (2006). Digital storytelling: time, identity and morality in multimedia personal narratives of college writing students. International Journal of Learning, 13(8), 21-36.
  • Menezes, H. (2012). Using digital storytelling to improve literacy skills. IADIS International Conference on Cognitionand Exploratory Learning in Digital Age. ERIC document.
  • Miller, E. A. (2009). Digital storytelling. (Unpublished master’s thesis). University of Northern Iowa.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd. Ed.). USA: SAGE Publication.
  • More, C. (2008). Digital stories targeting social skills for children with disabilities: Multidimensional learning. Intervention In School And Clinic, 43(3), 168-177.
  • Norman, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning (Unpublished doctoral dissertation). Norwegian University of Science and Technology, Norwegian.
  • Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
  • Oskoz, A., & Elola, I. (2016). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(03), 326-342. doi: 10.1017/S0958344016000094.
  • Parsa, A. F. (2007). İmgenin gücü ve görsel kültürün yükselişi. Fotografya Dergisi, 19, 1-10.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). USA: SAGE Publication.
  • Paull, C. N. (2002). Self-perceptions and social connections: Empowerment through digital storytelling in Adult Education. Dissertation Abstracts International. (UMI No. 3063630)
  • Punch, K. F. (2011). Introduction to research methods in education. London: SAGE Publication.
  • Reinders, H. (2011). Digital storytelling in the foreign language classroom. ELT World Online Blog. Retrieved November, 26, 1-9.
  • Resnick, M. (2002). Rethinking learning in the digital age. In the Global Information Technology Report: Readiness for the Networked World, 3, 32-36.
  • Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 709-716). Chesapeake, VA: AACE.
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
  • Robin, B., & McNeil, S. G. (2013). The evolution of digital storytelling technologies: From PCs to iPads and e-Books. R. McBride and M. Searson, (Eds.). Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (s. 1712-1720). Chesapeake, VA: AACE.
  • Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field. New Directions for Adult and Continuing Education, 126, 37-48.
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There are 79 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Veysel Demirer

Yasemin Baki

Publication Date October 24, 2018
Submission Date February 9, 2018
Published in Issue Year 2018 Volume: 11 Issue: 4

Cite

APA Demirer, V., & Baki, Y. (2018). Türkçe Öğretmeni Adaylarının Dijital Öyküleme Sürecine İlişkin Görüşleri ve Algıları. Journal of Theoretical Educational Science, 11(4), 718-747. https://doi.org/10.30831/akukeg.392654

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