Research Article
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Investigation of Pre-Service Teachers’ Opinions About Using Non-Linear Digital Storytelling Method

Year 2021, Volume: 29 Issue: 2, 452 - 459, 25.05.2021
https://doi.org/10.24106/kefdergi.744216

Abstract

Purpose: The aim of this research is to reveal the experiences of pre-service teachers about the use of non-linear digital storytelling as a teaching method.
Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. 11 pre-service teachers from the Department of Computer Education and Instructional Technology of a state university in the fall semester of the 2018-2019 academic year constitute the working group of the research. Pre-service teachers created non-linear digital stories in Designing and Using Material in Education Course for the seven weeks. Data collection tools are semi-structured interview forms developed by researchers and student reflections. The data were analyzed by content analysis method. Consensus among coders was calculated.
Findings: When the research data were analyzed, two themes, four categories and twenty-five codes emerged. In addition, frequencies expressing the number of students containing each code were determined. There are two categories in positive sides theme: Contributions and purposes. Under negative sides theme, there are also two categories as challenging steps and problems.
Highlights: The results of the research include the results of the pre-service teachers who stated that they learned new programs with this application, had difficulty in making videos, experienced technical problems but wanted to use in their professional life. Based on the results of the research, suggestions were made to practitioners and researchers.

References

  • Anılan, B., Berber, A. ve Anılan, H. (2018). The digital storytelling adventures of the teacher candidates. Turkish Online Journal of Qualitative Inquiry, 9(3), 262-287.
  • Cao, Y., Klamma, R. ve Martini, A. (2008, Eylül). Collaborative storytelling in the web 2.0. Proceedings of the First International Workshop on Story-Telling and Educational Games, ECTEL (Vol. 8).
  • Cennamo, K., Ross, J. ve Ertmer, P. (2010). Technology integration for meaningful classroom use. A standard-based approach. Belmont, CA: Wadsworth.
  • Creswell, J. W. (2013). Qualitative inquiry & Research desing: Choosing among five approaches. United States of America: SAGE.
  • Demirer, V. ve Baki, Y. (2018). Türkçe öğretmeni adaylarının dijital öyküleme sürecine ilişkin görüşleri ve algıları. Kuramsal Eğitimbilim Dergisi, 11(4), 718-747.
  • Göbel, S., Salvatore, L. ve Konrad, R. (2008, Kasım). StoryTec: A digital storytelling platform for the authoring and experiencing of interactive and non-linear stories. International Conference on Automated Solutions for Cross Media Content and Multi-Channel Distribution, 103-110, IEEE.
  • Kabaran, G. G., Karalar, H., Altan, B. A. ve Altıntaş, S. (2019). Sınıf öğretmeni ve sınıf öğretmeni adayları dijital öykü atölyesinde. Cumhuriyet Uluslararası Eğitim Dergisi, 8(1), 235-257.
  • 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.
  • Letonsaari, M. ve Selin, J. (2018, Nisan). Social media integration with nonlinear educational storytelling application. 17th International Conference on Information Technology Based Higher Education and Training, 1-5, IEEE.
  • Liu, C. C., Liu, K. P., Chen, G. D. ve Liu, B. J. (2010). Children's collaborative storytelling with linear and nonlinear approaches. Procedia-Social and Behavioral Sciences, 2(2), 4787-4792.
  • Maleki, A. ve Sajjadi, S. (2012). The role of non-linear methods in teaching english for medicine: Example of storytelling. Journal of Applied Sciences, 12(18), 1972-1977.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Özüdoğru, G. ve Çakır, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1), 242-256.
  • Prosser, A. (2014). Getting off the straight and narrow: Exploiting non-linear, interactive narrative structures in digital stories for language teaching. S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, 318-323, Dublin: Research-publishing.net.
  • Rasmusson, T. ve Bourne, J. R. (2017). Interactive storytelling, gamification, and online education: Storytelling made easy. International Journal on Innovations in Online Education, 1(3).
  • Robin, B. R. (2006). The educational uses of digital storytelling. C. Crawford vd. (Ed.), Proceedings of society for information technology & Teacher education international conference, 709-716. Chesapeake, VA: AACE.
  • Spaniol, M., Klamma, R., Sharda, N. ve Jarke, M. (2006, Temmuz). Web-based learning with non-linear multimedia stories. International Conference on Web-Based Learning, 249-263, Springer, Berlin, Heidelberg.
  • Uslupehlivan, E., Erden, M. K. ve Cebesoy, Ü. B. (2017). Öğretmen adaylarının dijital öykü oluşturma deneyimleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 10(ERTE Özel Sayısı), 1-22.

Doğrusal Olmayan Dijital Öyküleme Yöntemine Yönelik Öğretmen Adaylarının Görüşlerinin İncelenmesi

Year 2021, Volume: 29 Issue: 2, 452 - 459, 25.05.2021
https://doi.org/10.24106/kefdergi.744216

Abstract

Bu araştırmanın amacı öğretmen adaylarının doğrusal olmayan dijital öykülemenin öğretim yöntemi olarak kullanılması hakkındaki deneyimlerinin ortaya çıkarılmasıdır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. 2018-2019 eğitim öğretim yılı güz döneminde bir devlet üniversitenin Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünden 11 öğretmen adayı araştırmanın çalışma grubunu oluşturmaktadır. Öğretmen adayları Eğitimde Materyal Tasarımı ve Kullanımı dersinde yedi hafta boyunca doğrusal olmayan dijital öyküler oluşturmuşlardır. Veri toplama araçları araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ve öğrencilerden toplanan yansılardır. Veriler içerik analizi yöntemi ile analiz edilmiştir. Kodlayıcılar arası görüş birliği hesaplanmıştır. Araştırma verileri analiz edildiğinde 2 tema, 4 kategori ve 25 kod ortaya çıkmıştır. Ayrıca her bir kodu içeren öğrenci sayısını ifade eden frekanslar belirlenmiştir. Araştırmanın sonuçları arasında öğretmen adaylarının bu uygulama ile yeni programlar öğrendiklerini, öyküleri video haline getirirken zorlandıklarını, teknik sorunlar yaşadıklarını ancak meslek hayatlarında kullanmak istediklerini ifade ettikleri sonuçları yer almaktadır. Araştırma sonuçlardan yola çıkarak uygulayıcılara ve araştırmacılara önerilerde bulunulmuştur.

References

  • Anılan, B., Berber, A. ve Anılan, H. (2018). The digital storytelling adventures of the teacher candidates. Turkish Online Journal of Qualitative Inquiry, 9(3), 262-287.
  • Cao, Y., Klamma, R. ve Martini, A. (2008, Eylül). Collaborative storytelling in the web 2.0. Proceedings of the First International Workshop on Story-Telling and Educational Games, ECTEL (Vol. 8).
  • Cennamo, K., Ross, J. ve Ertmer, P. (2010). Technology integration for meaningful classroom use. A standard-based approach. Belmont, CA: Wadsworth.
  • Creswell, J. W. (2013). Qualitative inquiry & Research desing: Choosing among five approaches. United States of America: SAGE.
  • Demirer, V. ve Baki, Y. (2018). Türkçe öğretmeni adaylarının dijital öyküleme sürecine ilişkin görüşleri ve algıları. Kuramsal Eğitimbilim Dergisi, 11(4), 718-747.
  • Göbel, S., Salvatore, L. ve Konrad, R. (2008, Kasım). StoryTec: A digital storytelling platform for the authoring and experiencing of interactive and non-linear stories. International Conference on Automated Solutions for Cross Media Content and Multi-Channel Distribution, 103-110, IEEE.
  • Kabaran, G. G., Karalar, H., Altan, B. A. ve Altıntaş, S. (2019). Sınıf öğretmeni ve sınıf öğretmeni adayları dijital öykü atölyesinde. Cumhuriyet Uluslararası Eğitim Dergisi, 8(1), 235-257.
  • 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.
  • Letonsaari, M. ve Selin, J. (2018, Nisan). Social media integration with nonlinear educational storytelling application. 17th International Conference on Information Technology Based Higher Education and Training, 1-5, IEEE.
  • Liu, C. C., Liu, K. P., Chen, G. D. ve Liu, B. J. (2010). Children's collaborative storytelling with linear and nonlinear approaches. Procedia-Social and Behavioral Sciences, 2(2), 4787-4792.
  • Maleki, A. ve Sajjadi, S. (2012). The role of non-linear methods in teaching english for medicine: Example of storytelling. Journal of Applied Sciences, 12(18), 1972-1977.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Özüdoğru, G. ve Çakır, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1), 242-256.
  • Prosser, A. (2014). Getting off the straight and narrow: Exploiting non-linear, interactive narrative structures in digital stories for language teaching. S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, 318-323, Dublin: Research-publishing.net.
  • Rasmusson, T. ve Bourne, J. R. (2017). Interactive storytelling, gamification, and online education: Storytelling made easy. International Journal on Innovations in Online Education, 1(3).
  • Robin, B. R. (2006). The educational uses of digital storytelling. C. Crawford vd. (Ed.), Proceedings of society for information technology & Teacher education international conference, 709-716. Chesapeake, VA: AACE.
  • Spaniol, M., Klamma, R., Sharda, N. ve Jarke, M. (2006, Temmuz). Web-based learning with non-linear multimedia stories. International Conference on Web-Based Learning, 249-263, Springer, Berlin, Heidelberg.
  • Uslupehlivan, E., Erden, M. K. ve Cebesoy, Ü. B. (2017). Öğretmen adaylarının dijital öykü oluşturma deneyimleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 10(ERTE Özel Sayısı), 1-22.
There are 18 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Gül Özüdoğru 0000-0002-5128-1258

Hasan Çakır 0000-0002-4499-9712

Publication Date May 25, 2021
Acceptance Date January 27, 2021
Published in Issue Year 2021 Volume: 29 Issue: 2

Cite

APA Özüdoğru, G., & Çakır, H. (2021). Investigation of Pre-Service Teachers’ Opinions About Using Non-Linear Digital Storytelling Method. Kastamonu Education Journal, 29(2), 452-459. https://doi.org/10.24106/kefdergi.744216

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