Okul Öncesi Eğitimde Teknoloji Entegrasyonu: Dijital Hikâye Anlatımı Üzerine Öğretmen Görüşleri

Aslıhan Kocaman-karoğlu

doi:10.17569/tojqi.87166

Teachers’ Opinions about Digital Storytelling in Preschool Education

Yıl 2016, Cilt: 7 Sayı: 1, 175 - 205, 29.01.2016

Aslıhan Kocaman-karoğlu

https://doi.org/10.17569/tojqi.87166

Cited By: 13

Öz

In this study, digital stories were created with preschool students in the technology integration process. Qualitative research method was employed in the study in which digital storytelling experience and the process were described. Also teachers’ opinions who were involved the process have been described in accordance with the benefits of digital storytelling with preschool children, the difficulties encountered in the process and recommendations were provided. The study group consisted of 17 students with age five and 3 of their teachers in a private school, in 2014-2015 academic years. According to the study findings the teachers found digital storytelling applications useful as it supports students’ active participation, contribute achieving concrete experiences and technological development. Teachers explained that they had difficulties originated from the lack of theoretical and technological knowledge in the process. Also they made suggestions about different points such as hardware qualifications, informing parents about the process, making introductory seminars to the teachers. This study is important because it is an example of technology integration in an instructional environment.

Keywords: Digital storytelling, technology integration, information and communication technologies, early childhood education, qualitative study

Okul Öncesi Eğitimde Dijital Hikâye Anlatımı Üzerine Öğretmen Görüşleri

Öz

Bu çalışmada, teknoloji entegrasyonu sürecinde bir sınıf etkinliği olarak ana sınıfı öğrencileriyle dijital hikâyeler oluşturulmuştur. Nitel araştırma yöntemi kullanılan çalışmada, okul öncesi grupla oluşturulan dijital hikâye anlatımı deneyimi ve yaşanan süreç anlatılmıştır. Ayrıca süreçte görev alan öğretmenlerin görüşleri, okul öncesi öğrencilerle dijital hikâye uygulamalarının faydaları, süreçte karşılaşılan güçlükler ve öneriler doğrultusunda incelenmiştir. Çalışma grubunu 2014-2015 öğretim döneminde özel bir okul öncesi kurumda öğrenim gören 5 yaş grubundaki 17 öğrenci ve öğrencilerin 3 öğretmeni oluşturmaktadır. Çalışma bulgularına göre öğretmenler dijital hikâye anlatımı uygulamalarını öğrencilerin aktif katılımını destekleyen, somut deneyimler elde etmelerine ve teknolojik gelişimlerine katkı sağlayan uygulamalar olmaları dolayısıyla faydalı bulduklarını belirtmişlerdir. Süreçte teorik ve teknolojik bilgi eksikliğinden kaynaklı güçlükler yaşadıklarından bahsetmişlerdir. Donanımsal yeterlik, velilerin süreç hakkında bilgilendirilmesi, öğretmenlere tanıtıcı seminerler yapılması gibi noktalarda da önerilerde bulunmuşlardır. Çalışma, sınıfta dijital hikâye anlatımı etkinlikleri yoluyla öğrenme ortamlarında teknoloji entegrasyonunu destekleyerek bu yönde yapılan çalışmalara bir örnek teşkil etmesi bakımından önemlidir.

Anahtar Sözcükler: Dijital hikâye anlatımı, teknoloji entegrasyonu, bilgi ve iletişim teknolojileri, okul öncesi eğitimi, nitel araştırma

Anahtar Kelimeler

Kaynakça

Banaszewski, M. T. (2005). Digital storytelling: Supporting digital literacy in grades 4-12. Yayımlanmamış Yüksek Lisans Tezi, Georgia Institute of Technology.
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston: Allyn and Bacon.
Bratitsis, T., Kotopoulos, T. & Mandila, K. (2012). Kindergarten children’s motivation and collaboration being triggered via computers while creating digital stories: a case study. International Journal of Knowledge and Learning, 8(3-4), 239-258.
Brostrom, S. (2002). Children tell stories. European Early Childhood Education Research Journal 10(1); 85-97.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-96.
Coutinho, C. (2010). Storytelling as a Strategy for Integrating Technologies into the Curriculum: An Empirical Study with Post-Graduate Teachers. D. Gibson ve B. Dodge (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (s. 3795-3802). Chesapeake, VA: AACE.
Cuban, L. (2001). Oversold and underused: computers in the classroom. Harvard University Press, Cambridge.
Di Blas, N., Garzotto, F., Paolini, P., & Sabiescu, A. (2009). Digital storytelling as a whole-class learning activity: lessons from a three-years project. Proceedings of the 2nd Joint International Conference on Interactive Digital Storytelling, ss. 14-15.
Digital Storytelling Association (2015). Digital storytelling. 1 Ağustos 2015 tarihinde, http://electronicportfolios.com/digistory/ adresinden erişildi.
Dogan, B., & Robin, B. R. (2008). Implementation of Digital Storytelling in the Classroom by Teachers Trained in a Digital Storytelling Workshop. In K. McFerrin, R. Weber, R. Carlsen & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008. Chesapeake, VA: AACE, ss. 902-907.
Eby, J. (2001). Reflective planning, teaching and evaluation, K-12. Upper Saddle River, NJ: Prentice Hall.
Ertmer, P. A., Conklin, D., Lewandowski, J., Osika, E., Selo, M., & Wignall, E. (2003). Increasing preservice teachers' capacity for technology integration through the use of electronic models. Teacher Education Quarterly, 30(1), 95-112.
Foley, L. M. (2013). Digital storytelling in primary-grade classrooms.Yayımlanmamış Doktora Tezi, Arizona State University.
Gakhar, S. (2007).The influence of digital storytelling experience on pre-service teacher education students' attitudes and intentions, Masters Abstracts International, 46(1).
Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546.
Gyabak, K., & Godina, H. (2011). Digital storytelling in Bhutan: A qualitative examination of new media tools used to bridge the digital divide in a rural community school. Computers & Education, 57(4), 2236-2243.
Harriman, C. L. S., & Branch, R. M. (2012). Aligning digital storytelling to the TPACK framework: A learning experience for pre-service teachers in a learning-by-designing project. In Anais do Workshop de Informática na Escola, 1(1).
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. Educational Multimedia and Hypermedia, 18 (4), 405-428.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
Hung, C. M., Hwang, G. J., & 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.
Jakes, D. S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. 10 Ağustos 2015 tarihinde http://www.jakesonline.org/dstory_ice.pdf adresinden erişildi.
Johnson, B., & Christensen, L. B. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Boston: Allyn & Bacon.
Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi. Yayımlanmamış Doktora tezi, Anadolu Üniversitesi, Eskişehir.
Kearney, M. (2011). A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36 (2), 169-188.
Kocaman-Karoglu, A. (2014). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Education and Information Technologies, 1-16. DOI 10.1007/s10639-014-9373-1
Kocaman-Karoğlu, A. (2015). Öğretim sürecinde hikâye anlatmanin teknolojiyle değişen doğası: Dijital hikâye anlatimi. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th Ed). Routledge.
McLellan, H. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65-79.
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
Miles, M. B., & Huberman, A. M. (1994). An expended sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks: Sage Publications.
Mishra, P., & Koehler, M. J. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Nguyen, A. T. (2011). Negotiations and challenges in creating a digital story: The experience of graduate students. Yayımlanmamış Doktora Tezi, University of Houston.
Ohler, J. (2008) Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Thousand Oaks, CA: Corwin Press.
Oppermann, M. (2008). Digital storytelling and American studies: Critical trajectories from the emotional to the epistemological. Arts and Humanities in Higher Education 7(2), 171-187.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed). Newbury Park, CA: Sage.
Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
Robin, B. (2006): The Educational Uses of Digital Storytelling. İçinde C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. A. Willis (Eds.): Proceedings of Society for Information Technology & Teacher Education International Conference 2006. Chesapeake, VA: AACE, pp. 709-716.
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks: Sage Publications.
Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning and Technology, 11(1), 87-101.
Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The use of computer assisted instruction in preschool education: Making teaching meaningful. Early Childhood Education Journal, 33(2), 99-104.
Wang, S. & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76-87.
Yang, Y. C., & Wu, W. I (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59, 339-352.
Yıldırım, A. & Şimşek H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seckin Yayıncılık.