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Eğitime yönelik yapılan dijital öyküleme çalışmalarının bibliyometrik haritası

Year 2023, Volume: 26 Issue: 49, 85 - 97, 23.06.2023
https://doi.org/10.31795/baunsobed.1068988

Abstract

Bu araştırmanın amacı, Web of Science veri tabanında eğitimde dijital öyküleme kullanımına ilişkin yayınlanmış çalışmaların bibliyometrik analizini yapmaktır. Araştırma betimsel tarama modelinde gerçekleştirilmiştir. Web of Science veri tabanında belirli sınırlamalar yapılarak txt dosyası oluşturulmuştur. İstatistik programı olan R - Studio içerisindeki bibliyometrix paketi kullanılarak analizler yapılmıştır. Yapılan analizler sonucunda, konuya ilişkin ilk yayının 2005 yılında yapıldığı, en fazla atıfta alan yazar Robin, B., ve en fazla yayın yapan yazar ise 7 çalışma ile Gachago D. olduğu sonucuna ulaşılmıştır. Konu ile ilişkin olarak makalelerin yayınlandığı ilk 3 dergi ise “Dijital Education Review”, “Educational Media International” ve “Art and Humanities in Higher Education” olduğu sonucuna ulaşılmıştır. Konuya ilişkin güncel kelimeler; bilgi, çok modluluk, araç, öğretmenler, okuryazarlık, İngilizce, öğrenme-motivasyon, eğitim, öğrenciler, teknoloji, çoklu okuryazarlık, proje, okul, deneyimler, etki, beceriler ve çocuklar odağında gerçekleştiği sonucuna ulaşılmıştır. Konu ile ilgili yapılan çalışmalarda en çok kullanılan kelime “teknoloji” dir. Daha sonra eğitim ve öğrenci, okul, İngilizce, öğretmen, dil, sınıf gibi kelimelerin çalışmalarda kullanıldığı sonucuna ulaşılmıştır. Araştırma her yönüyle benzer çalışma yapmayı planlayan araştırmacılar için rehber olacağı düşünülmektedir.

References

  • Aitkuzhinova-Arslan, A., Gün, S., & Üstünel, E. (2016). Teaching vocabulary to Turkish young learners in semantically related and semantically unrelated sets by using digital storytelling. Dil ve Dilbilimi Çalışmaları Dergisi, 12(1), 42-54.
  • Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
  • Banaszewski, M. T. (2002). Digital storytelling finds its place in the classroom. Multimedia schools, 9(1), 32-35.
  • Burgess, J. (2006). Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling. Continuum, 20(2), 201-214.
  • Burmark, L. (2004). Visual Presentations That Prompt, Flash & Transform Here are some great ways to have more visually interesting class sessions. Media and methods, 40, 4-5.
  • Doğan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. (Doktora Tezi). University of Houston.
  • Campbell, T. A. (2012). Digital storytelling in an elementary classroom: Going beyond entertainment. Procedia-Social and Behavioral Sciences, 69, 385-393.
  • Christensen, R., & Knezek, G. (2001). Instruments for assessing the impact of technology in education. Computers in the Schools, 18(2-3), 5-25.
  • Condy, J., Chigona, A., Gachago, D., Ivala, E., & Chigona, A. (2012). Pre-Service Students' Perceptions and Experiences of Digital Storytelling in Diverse Classrooms. Turkish Online Journal of Educational Technology-TOJET, 11(3), 278-285.
  • Figg, C., Ward, R., & Lanier-Guillory, D. (2006). Using social studies content themes and digital storytelling to make video come alive. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher EducationInternational Conference. (679–684 ss.). Chesapeake, VA: AACE.
  • Gachago, D., Condy, J., Ivala, E., & Chigona, A. (2014a). 'All stories bring hope because stories bring awareness': students' perceptions of digital storytelling for social justice education. South African Journal of Education, 34(4).
  • Gachago, D., Ivala, E., Barnes, V., Gill, P., Felix-Minnaar, J., Morkel, J., & Vajat, N. (2014b). Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds: Part 2: Heltasa 2012 Special Section. South African Journal of Higher Education, 28(3), 961-982.
  • Gachago, D. (2015). Sentimentality and digital storytelling: Towards a post-conflict pedagogy in pre-service teacher education in South Africa.
  • Gachago, D., & Sykes, P. (2017). Navigating ethical boundaries when adopting digital storytelling in higher education. In Digital storytelling in higher education. 91-106.
  • Gachago, D., & Stewart, K. (2020). Response-able digital storytelling to reimagine higher education classroom practices. In Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies, 123-136.
  • Huang, Y. L., Ho, Y. S., & Chuang, K. Y. (2006). Bibliometric analysis of nursing research in Taiwan 1991-2004. Journal of Nursing Research, 14(1), 75-81. https://doi.org/10.1097/01.JNR.0000387564.57188.b4
  • Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming technologyintegrated pedagogy. Journal of Technology and Teacher Education, 13, 277–302.
  • Hull, G. A., & Katz, M. L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 43-81.
  • Karaca, A., & Akbaba, B. (2021). Vatandaşlık Eğitimine Yönelik Bibliyometrik Araştırma: 1980-2020 Yılları Arasında Yapılan Çalışmaların Analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(3), 788-804.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi “Kavramlar ilkeler ve yöntemler” (27. baskı). Nobel.
  • Kordaki, M., & Agelidou, E. (2010). A learning design-based environment for online, collaborative digital storytelling: An example for environmental education. International Journal of Learning, 17(5), 95-106.
  • Lambert, J. (2006). Digital Storytelling: Capturing Lives, Creating Community (2nd ed.). Berkeley, CA: Digital Diner Press.
  • Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
  • Liu, C. C., Wu, L. Y., Chen, Z. M., Tsai, C. C., & Lin, H. M. (2014). The effect of story grammars on creative self‐efficacy and digital storytelling. Journal of Computer Assisted Learning, 30(5), 450-464.
  • Liu, M. C., Huang, Y. M., & Xu, Y. H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational technology research and development, 66(4), 1009-1028.
  • Liu, C. C., Yang, C. Y., & Chao, P. Y. (2019). A longitudinal analysis of student participation in a digital collaborative storytelling activity. Educational Technology Research and Development, 67(4), 907-929.
  • Martin, C. D., Heller, R. S., & Mahmoud, E. (1992). American and Soviet children's attitudes toward computers. Journal of Educational Computing Research, 8(2), 155-185. Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
  • Paull, C. (2002). Self-perceptions and social connections: Empowerment through digital storytelling in adult education. (Doctoral Dissertation). Retrieved fromhttps://www.learntechlib.org/p/122059/
  • Phillips, H. N., Condy, J., & Tiba, C. (2019). Digital Storytelling: Student Vulnerability during the Process and Its Impact on Teaching and Learning One Year Later. International Association for Development of the Information Society.
  • Pitler, H. J. (2006). Viewing technology through three lenses. Principal-Arlington, 85(5), 38-44.
  • Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia. Digital Education Review, 30, 94-105.
  • Robin, B. (2006, March). The educational uses of digital storytelling. In Society for Information Technology & Teacher Education International Conference , (709-716 ss.) Association for the Advancement of Computing in Education (AACE).
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. The College of Education and Human Ecology, The Ohio State University, 47(3), 220-228. doi:http://dx.doi.org/10.1080/00405840802153916
  • Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37-51.
  • Robin, B. R. (2015). The effective uses of digital storytelling as a teaching and learning tool. Handbook of research on teaching literacy through the communicative and visual arts, 2, 429-440.
  • Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29.
  • Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach forengaged student learning. Educational technology research and development, 56(4), 487-506.
  • Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68. doi: http://dx.doi.org/10.1080/21532974.2016.1276871
  • Tiba, C., Condy, J., Chigona, A., & Tunjera, N. (2015). Digital storytelling as a tool for teaching: Perceptions of pre-service teachers, The Journal for Transdisciplinary Research in Southern Africa, 11(1), 82-97.
  • Yang, Y. T. C.,& Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2), 339-352.
  • Yüksel-Arslan, P., Yıldırım, S., & Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427-445.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: an activity focused on writing selfefficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181–191.

Eğitime yönelik yapılan dijital öyküleme çalışmalarının bibliyometrik haritası

Year 2023, Volume: 26 Issue: 49, 85 - 97, 23.06.2023
https://doi.org/10.31795/baunsobed.1068988

Abstract

Bu araştırmanın amacı, Web of Science veri tabanında eğitimde dijital öyküleme kullanımına ilişkin yayınlanmış çalışmaların bibliyometrik analizini yapmaktır. Araştırma betimsel tarama modelinde gerçekleştirilmiştir. Web of Science veri tabanında belirli sınırlamalar yapılarak txt dosyası oluşturulmuştur. İstatistik programı olan R - Studio içerisindeki bibliyometrix paketi kullanılarak analizler yapılmıştır. Yapılan analizler sonucunda, konuya ilişkin ilk yayının 2005 yılında yapıldığı, en fazla atıfta alan yazar Robin, B., ve en fazla yayın yapan yazar ise 7 çalışma ile Gachago D. olduğu sonucuna ulaşılmıştır. Konu ile ilişkin olarak makalelerin yayınlandığı ilk 3 dergi ise “Dijital Education Review”, “Educational Media International” ve “Art and Humanities in Higher Education” olduğu sonucuna ulaşılmıştır. Konuya ilişkin güncel kelimeler; bilgi, çok modluluk, araç, öğretmenler, okuryazarlık, İngilizce, öğrenme-motivasyon, eğitim, öğrenciler, teknoloji, çoklu okuryazarlık, proje, okul, deneyimler, etki, beceriler ve çocuklar odağında gerçekleştiği sonucuna ulaşılmıştır. Konu ile ilgili yapılan çalışmalarda en çok kullanılan kelime “teknoloji” dir. Daha sonra eğitim ve öğrenci, okul, İngilizce, öğretmen, dil, sınıf gibi kelimelerin çalışmalarda kullanıldığı sonucuna ulaşılmıştır. Araştırma her yönüyle benzer çalışma yapmayı planlayan araştırmacılar için rehber olacağı düşünülmektedir.

References

  • Aitkuzhinova-Arslan, A., Gün, S., & Üstünel, E. (2016). Teaching vocabulary to Turkish young learners in semantically related and semantically unrelated sets by using digital storytelling. Dil ve Dilbilimi Çalışmaları Dergisi, 12(1), 42-54.
  • Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
  • Banaszewski, M. T. (2002). Digital storytelling finds its place in the classroom. Multimedia schools, 9(1), 32-35.
  • Burgess, J. (2006). Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling. Continuum, 20(2), 201-214.
  • Burmark, L. (2004). Visual Presentations That Prompt, Flash & Transform Here are some great ways to have more visually interesting class sessions. Media and methods, 40, 4-5.
  • Doğan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. (Doktora Tezi). University of Houston.
  • Campbell, T. A. (2012). Digital storytelling in an elementary classroom: Going beyond entertainment. Procedia-Social and Behavioral Sciences, 69, 385-393.
  • Christensen, R., & Knezek, G. (2001). Instruments for assessing the impact of technology in education. Computers in the Schools, 18(2-3), 5-25.
  • Condy, J., Chigona, A., Gachago, D., Ivala, E., & Chigona, A. (2012). Pre-Service Students' Perceptions and Experiences of Digital Storytelling in Diverse Classrooms. Turkish Online Journal of Educational Technology-TOJET, 11(3), 278-285.
  • Figg, C., Ward, R., & Lanier-Guillory, D. (2006). Using social studies content themes and digital storytelling to make video come alive. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher EducationInternational Conference. (679–684 ss.). Chesapeake, VA: AACE.
  • Gachago, D., Condy, J., Ivala, E., & Chigona, A. (2014a). 'All stories bring hope because stories bring awareness': students' perceptions of digital storytelling for social justice education. South African Journal of Education, 34(4).
  • Gachago, D., Ivala, E., Barnes, V., Gill, P., Felix-Minnaar, J., Morkel, J., & Vajat, N. (2014b). Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds: Part 2: Heltasa 2012 Special Section. South African Journal of Higher Education, 28(3), 961-982.
  • Gachago, D. (2015). Sentimentality and digital storytelling: Towards a post-conflict pedagogy in pre-service teacher education in South Africa.
  • Gachago, D., & Sykes, P. (2017). Navigating ethical boundaries when adopting digital storytelling in higher education. In Digital storytelling in higher education. 91-106.
  • Gachago, D., & Stewart, K. (2020). Response-able digital storytelling to reimagine higher education classroom practices. In Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies, 123-136.
  • Huang, Y. L., Ho, Y. S., & Chuang, K. Y. (2006). Bibliometric analysis of nursing research in Taiwan 1991-2004. Journal of Nursing Research, 14(1), 75-81. https://doi.org/10.1097/01.JNR.0000387564.57188.b4
  • Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming technologyintegrated pedagogy. Journal of Technology and Teacher Education, 13, 277–302.
  • Hull, G. A., & Katz, M. L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 43-81.
  • Karaca, A., & Akbaba, B. (2021). Vatandaşlık Eğitimine Yönelik Bibliyometrik Araştırma: 1980-2020 Yılları Arasında Yapılan Çalışmaların Analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(3), 788-804.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi “Kavramlar ilkeler ve yöntemler” (27. baskı). Nobel.
  • Kordaki, M., & Agelidou, E. (2010). A learning design-based environment for online, collaborative digital storytelling: An example for environmental education. International Journal of Learning, 17(5), 95-106.
  • Lambert, J. (2006). Digital Storytelling: Capturing Lives, Creating Community (2nd ed.). Berkeley, CA: Digital Diner Press.
  • Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
  • Liu, C. C., Wu, L. Y., Chen, Z. M., Tsai, C. C., & Lin, H. M. (2014). The effect of story grammars on creative self‐efficacy and digital storytelling. Journal of Computer Assisted Learning, 30(5), 450-464.
  • Liu, M. C., Huang, Y. M., & Xu, Y. H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational technology research and development, 66(4), 1009-1028.
  • Liu, C. C., Yang, C. Y., & Chao, P. Y. (2019). A longitudinal analysis of student participation in a digital collaborative storytelling activity. Educational Technology Research and Development, 67(4), 907-929.
  • Martin, C. D., Heller, R. S., & Mahmoud, E. (1992). American and Soviet children's attitudes toward computers. Journal of Educational Computing Research, 8(2), 155-185. Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
  • Paull, C. (2002). Self-perceptions and social connections: Empowerment through digital storytelling in adult education. (Doctoral Dissertation). Retrieved fromhttps://www.learntechlib.org/p/122059/
  • Phillips, H. N., Condy, J., & Tiba, C. (2019). Digital Storytelling: Student Vulnerability during the Process and Its Impact on Teaching and Learning One Year Later. International Association for Development of the Information Society.
  • Pitler, H. J. (2006). Viewing technology through three lenses. Principal-Arlington, 85(5), 38-44.
  • Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia. Digital Education Review, 30, 94-105.
  • Robin, B. (2006, March). The educational uses of digital storytelling. In Society for Information Technology & Teacher Education International Conference , (709-716 ss.) Association for the Advancement of Computing in Education (AACE).
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. The College of Education and Human Ecology, The Ohio State University, 47(3), 220-228. doi:http://dx.doi.org/10.1080/00405840802153916
  • Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37-51.
  • Robin, B. R. (2015). The effective uses of digital storytelling as a teaching and learning tool. Handbook of research on teaching literacy through the communicative and visual arts, 2, 429-440.
  • Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29.
  • Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach forengaged student learning. Educational technology research and development, 56(4), 487-506.
  • Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68. doi: http://dx.doi.org/10.1080/21532974.2016.1276871
  • Tiba, C., Condy, J., Chigona, A., & Tunjera, N. (2015). Digital storytelling as a tool for teaching: Perceptions of pre-service teachers, The Journal for Transdisciplinary Research in Southern Africa, 11(1), 82-97.
  • Yang, Y. T. C.,& Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2), 339-352.
  • Yüksel-Arslan, P., Yıldırım, S., & Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427-445.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: an activity focused on writing selfefficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181–191.
There are 42 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Educational Sciences
Authors

Fatih Pala 0000-0003-1828-0461

Early Pub Date June 23, 2023
Publication Date June 23, 2023
Submission Date February 6, 2022
Acceptance Date June 3, 2023
Published in Issue Year 2023 Volume: 26 Issue: 49

Cite

APA Pala, F. (2023). Eğitime yönelik yapılan dijital öyküleme çalışmalarının bibliyometrik haritası. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(49), 85-97. https://doi.org/10.31795/baunsobed.1068988

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