Preservice Mathematics Teachers’ Opinions on the Use of Digital Stories and Instructional Environments

Yıl 2017, Cilt: 6 Sayı: 3, 1189 - 1210, 30.10.2017

İlknur Özpınar

https://doi.org/10.14686/buefad.340057

Cited By: 12

Öz

The purpose of this study is to examine
preservice teachers’ opinions on the process of preservice education with
components through which they learn digital storytelling, develop digital
storytelling activities and observe how teachers implement the activities they
develop and discuss the effectiveness of those activities. Having been carried
out with the case study method, participants of the study were 54 preservice
teachers who are attending the third year of the mathematics education
department in the Faculty of Education at a state university. The data of the
research were collected with written interview forms. At the end of the study,
it was revealed that the preservice teachers had technical problems when
preparing the digital stories and had experienced difficulties in the process
of creating a scenario. Moreover, majority of the preservice teachers stated
that using the digital storytelling in instructional processes has many
educational advantages such as active participation, achievement, motivation
and creativity and reported positive opinions on the application.

Anahtar Kelimeler

digital storytelling, technological integration, preservice teachers, mathematics education

Matematik Öğretmeni Adaylarının Dijital Öyküleme Süreci ve Dijital Öykülerin Öğretim Ortamlarında Kullanımına Yönelik Görüşleri

Öz

Çalışmanın amacı öğretmen adaylarının, dijital öykülemeyi öğrendikleri, dijital öyküler oluşturdukları,
öykülerin gerçek sınıf ortamında uygulamalarını gözlemledikleri ve
uygulamaların etkililiklerini tartıştıkları bir hizmet-öncesi eğitim süresince,
süreç üzerine düşüncelerini incelemektir. Özel durum çalışması kapsamında
gerçekleştirilen çalışmanın katılımcılarını bir devlet üniversitesinin Eğitim
Fakültesi matematik öğretmenliği programı üçüncü sınıfına devam eden 54
öğretmen adayı oluşturmaktadır. Araştırmanın verileri yazılı görüş formu ve
yarı-yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Çalışmanın sonunda
öğretmen adaylarının dijital öyküleri hazırlarken teknik sorunlarla
karşılaştığı ve senaryo oluşturma sürecinde zorlandıkları ortaya çıkmıştır.
Ayrıca öğretmen adaylarının büyük çoğunluğu dijital öykülemenin öğretim
sürecinde kullanılmasının; aktif katılım, başarı, motivasyon ve yaratıcılık
gibi pek çok açıdan eğitsel avantajının olduğunu belirtmiş ve uygulamaya
ilişkin olumlu görüş bildirmişlerdir.

Anahtar Kelimeler

dijital öyküleme, teknoloji entegrasyonu, öğretmen adayı

Kaynakça

• Albano, G. ve Pierri, A. (2014). Digital storytelling for improving mathematical literacy. In S. Carreira, N. Amado, K. Jones ve H. Jacinto (Eds), Proceedings of the Problem@Web international conference: technology, creativity and affect in mathematical problem solving (pp. 23–34). Faro: Universidade do Algarve. Arslan, S. ve Özpınar, İ. (2008). Öğretmen nitelikleri: İlköğretim programlarının beklentileri ve eğitim fakültelerinin kazandırdıkları. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2(1), 38-63. Assan, T. ve Thomas, R. (2012). Information and communication technology Integration into teaching and learning: Opportunities and challenges for commerce educators in South Africa. International Journal of Education and Development Using Information and Communication Technology, 8(2), 4-16. Atıcı, M. (2001). Öğretmen yetkinliği. Kuram ve Uygulamada Eğitim Yönetimi, 28, 483-499. Baki, A. (2000). Preparing student teachers to use computers in mathematics classroom through a long-term preservice course in Turkey. Journal of Information Technology for Teacher Education, 9(3), 343-362. Baki, A., Yalçınkaya, H. A., Özpınar, İ. ve Çalık Uzun, S. (2009). Comparing views of primary school mathematics teachers and prospective mathematics teachers about instructional technologies. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 1(1), 65-83. Balakrishnan, C. (2008). Teaching secondary school mathematics through storytelling (Master dissertation, Simon Fraser University). Barrett, H. (2009). How to create simple digital stories. electronicportfolios.com/digistory/howto.html adresinden 12.02.2017 tarihinde edinilmiştir. Bull, G. ve Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32 (4), 46-49. Büyükgöze Kavas, A. ve Bugay, A. (2009). Öğretmen adaylarının hizmet öncesi eğitimlerinde gördükleri eksiklikler ve çözüm önerileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(25), 13-21. Cakir, R. ve Yildirim, S. (2009). What do computer teachers think about the factors affecting technology integration in schools. İlköğretim Online, 8(3), 952-964. Casey, B. (2004). Mathematics problem-solving adventures: A language-arts-based supplementary series for early childhood that focuses on spatial sense. In D. H. Clements, J. Sarama & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 377-389). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Casey, B., Erkut, S., Ceder, I. ve Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29(1), 29-48. Casey, B., Kersh, J. E. ve Young, J. M. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19(1), 167-172. Condy, J., Chigona, A., Gachago, D. ve Ivala, E. (2012). Pre-service students' perceptions and experiences of digital storytelling in diverse classrooms. TOJET: The Turkish Online Journal of Educational Technology, 11(3), 278-285. Cuban, L., Kirkpatrick, H. ve Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834. Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş. Trabzon: Celepler Matbacılık. Demir, S. ve Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. İlköğretim Online, 10(3), 850-860. Di Blas, N., Garzotto, F., Paolini, P. ve Sabiescu, A. (2009, December). Digital storytelling as a whole-class learning activity: Lessons from a three-years project. In Joint International Conference on Interactive Digital Storytelling (pp. 14-25). Springer Berlin Heidelberg. Doering, A., Beach, R. ve O'Brien, D. (2007). Infusing multimodal tools and digital literacies into an English education program. English Education, 40(1), 41-60. Dogan, B. ve Robin, B. (2008). Implementation of digital storytelling in the classroom by teacherstrained in a digital storytelling workshop. K. McFerrin v.d. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (s. 902-907). Chesapeake, VA: AACE. Duman, B. ve Göcen, G. (2015). The effect of the digital storytelling method on pre-service teachers’ creative writing skills. ANTHROPOLOGIST, 20(1-2), 215-222. Duveskog, M., Tedre, M., Sedano, C. I. ve Sutinen, E. (2012). Life planning by digital storytelling in a primary school in Rural Tanzania. Educational Technology & Society, 15(4), 225-237. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61. Goral, M. B. ve Gnadinger, C. M. (2006). Using storytelling to teach mathematics concepts. Australian Primary Mathematics Classroom, 11(1), 4. Gordon, C. (2011). Digital storytelling in the classroom: Three case studies. (Unpublished doctoral dissertation). Arizona State University. Retrieved from ProQuest Digital Dissertations. (UMI 3487362) Göçen, G. (2014). Dijital öyküleme yönteminin öğrencilerin akademik başarı ile öğrenme ve ders çalışma stratejilerine etkisi. Yayımlanmamış Yüksek Lisans Tezi, Muğla Sıtkı Koçman Üniversitesi, Eğitim Bilimleri Enstitüsü, Muğla. Gündüz, Ş. ve Odabaşı, F. (2004). Bilgi çağında öğretmen adaylarının eğitiminde öğretim teknolojileri ve materyal geliştirme dersinin önemi. The Turkish Online Journal of Educational Technology, 3(1), 43-49. Hardy, J. V. (1998). Teacher attitudes toward and knowledge of computer technology. Computers in the Schools. Vol. 14 (3/4), 119-136. Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers' self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405. Hung, C. M., Hwang, G. J. ve Huang, I. (2012). A Project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379. Incikabi, L. (2015). Teaching history of mathematics through digital stories: A technology integration model. In J. Keengwe (Eds.), Handbook of research on educational technology integration and active learning (pp.162-176.). Hersley, PA: IGI Global. Incikabi, L. ve Kildan, A. O. (2013). An analysis of early childhood teacher candidates' digital stories for mathematics teaching. International Journal of Academic Research, 5(2), 77-81. Istenic Starčič, A., Cotic, M., Solomonides, I. ve Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50.. İnan, C. (2015). A digital storytelling study project on mathematics course with preschool pre-service teachers. Educational Research and Reviews, 10(10), 1476-1479. Jakes, D.S. ve Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. www.jakesonline.org/dstory_ice.pdf adresinden 01.03.2017 tarihinde edinilmiştir. Kajder, S. B. ve Swenson, J.A. (2004). Digital images in the language arts classroom [Electronic version]. Learning and Leading with Technology, 31(8), 18-19, 21, 46. Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir. Karataş, S., Bozkurt, Ş. B. ve Hava, K. (2016). The perspective of history pre-service teachers’ towards the use of digital storytelling in educational environments. 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. Kildan, A. O. ve Incikabi, L. (2015). Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics. Education 3-13, 43(3), 238-248. Kocaman-Karaoğlu, A. (2015). Öğretim sürecinde hikâye anlatmanın teknolojiyle değişen doğası: Dijital hikâye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106. Lambert, J. (2010). Digital storytelling cookbook and traveling companion. Berkeley, CA: Digital Diner Press. Lederman, N. G. ve Niess, M. L. (2000). Technology for technology's sake or for the improvement of teaching and learning?. School Science and Mathematics, 100(7), 345-348. Long, B. (2011, February). Digital storytelling and meaning making: Critical reflection, creativity and Technology in pre-service teacher education. In Proceedings of the Digital storytelling conference (pp. 1-27). McLellan, H. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65-79. MEB (2008). Matematik öğretmeni özel alan yeterlikleri. http://otmg.meb.gov.tr/alanmatematik.html adresinden 03.02.2017 tarihinde edinilmiştir. MEB (2013). Ortaokul matematik dersi 5-8. sınıflar öğretim programı. Ankara: MEB Talim Terbiye Başkanlığı Yayınları. Miles, M. ve Huberman, M. (1994). Qualitative data analysis (Second Edition). Beverly Hills, CA: Sage Mistretta, R. M. (2005). Integrating technology into the mathematics classroom: The role of teacher preparation programs. Mathematics Educator, 15(1), 18-24. Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44-47. Oral, B. (2004). Öğretmen adaylarının internet kullanma durumları. XIII. Ulusal Eğitim Bilimleri Kurultayı. İnönü Üniversitesi, Eğitim Fakültesi. Malatya. Öksüz, C., Ak, Ş. ve Uça, S. (2009). İlköğretim matematik öğretiminde teknoloji kullanımına ilişkin algı ölçeği. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. Cilt:V1, Sayı:I, 270-287. Robin, B. R. (2006). The educational uses of digital storytelling. In C. Crawford vd. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference, (s. 709-716). Chesapeake, VA: AACE. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 220-228. Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506. Schiro, M. S. ve Lawson, D. (2004). Oral storytelling and teaching mathematics: Pedagogical and multicultural perspectives. SAGE publications. Smeda, N., Dakich, E. ve Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 6. Sancar Tokmak, H. ve Incikabi, L. (2013). Integration of the computer games into early childhood education pre-service teachers’ mathematics teaching. In Research perspectives and best practices in educational technology integration(pp. 178-196). PA: IGI Global. Van Gils, F. (2005, June). Potential applications of digital storytelling in education. In 3rd Twente Student Conference on IT (Vol. 7). University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science Enschede. Woodhouse, J. (2008, June). Story-telling: A telling approach in healthcare education. Paper presented at the Narrative Practitioner Conference, Wrexham, UK. Xu, Y., Park, H. ve Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181-191. Yang, Y.T.C. ve 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. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık. Yilmaz, N. P. (2011). Evaluation of the technology integration process in the Turkish education system. Contemporary Educational Technology, 2(1), 37-54. Yin, R. K. (2003). Case study research design and methods (Third Edition). London: New Delhi. Yuksel, P., Robin, B. ve McNeil, S. (2011). Educational uses of digital storytelling all around the world. M. Koehler ve P. Mishra (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (s. 1264-1271). Chesapeake, VA: AACE