Learning to Create Educational Digital Stories: Pre-School Prospective Teachers’ Flipped Classroom Experiences

Abstract

This qualitative case study aims to explore pre-school prospective teachers’ flipped classroom experiences while creating digital stories collaboratively. 70 pre-school prospective teachers who enrolled to the Basic Information and Communication Technology course participated in the study. The design of flipped classroom sessions includes pre-recorded lectures and in-class group activities on digital storytelling. Data was collected through demographic and open-ended questionnaires as well as focus group interview in 2018-2019 Spring Semester. The prospective teachers reported quite an experience with their flipped classroom approach including digital storytelling. They intend to use flipped classroom in different subject areas. Prospective teachers explained this experience is considered as unique and challenging. According to prospective teachers this experience had been considered as unique and challenging as they faced with both an innovative teaching approach and the requirement of creating educational digital stories. A key finding was that although flipped classroom itself is a distinctive and challenging process, prospective teachers have shown a high degree of satisfaction towards flipped classroom. Even though they struggled during digital story creation process which is a novel process for them, the flipped classroom design might enhance the learning experience. Moreover, they had positive experience about technology use in this experience and preschool age. In their future profession, they would use not only the technological applications and tools they encountered but also flipped classroom.

Keywords

• flipped classroom
• digital storytelling
• prospective teacher
• Pre-school

Eğitsel Dijital Hikâye Oluşturmayı Öğrenmek: Okul Öncesi Öğretmen Adaylarının Ters-Yüz Sınıf Deneyimleri

Abstract

Bu nitel durum çalışması, okul öncesi öğretmen adaylarının eğitsel dijital hikaye oluştururken geçirdikleri ters-yüz sınıf deneyimlerini keşfetmeyi amaçlamaktadır. Araştırmaya Temel Bilgi ve İletişim Teknolojileri dersine devam eden 70 okul öncesi öğretmen adayı katılmıştır. Ters-yüz sınıf oturumları önceden kaydedilmiş dersler ve dijital hikaye oluşturma üzerine sınıf içi grup etkinliklerinden oluşmaktadır. Araştırmanın verileri 2018-2019 bahar döneminde demografik ve açık uçlu anketler ile odak grup görüşmeleri aracılığıyla toplanmıştır. Öğretmen adayları, dijital hikaye oluşturma dahil olmak üzere ters-yüz sınıf yaklaşımıyla ilgili oldukça fazla deneyim kazandıklarını belirtmişlerdir. Öğretmen adayları ters-yüz sınıf yaklaşımını farklı konu alanlarında kullanmayı planladıklarını belirtmişlerdir. Öğretmen adayları, bu deneyimin kendileri için benzersiz ve zorlu olarak kabul edilebileceğini ifade etmişlerdir. Öğretmen adaylarına göre, bu deneyim kendileri için hem yenilikçi bir öğretim yaklaşımı ve hem de dijital hikaye oluşturma gerekliliği ile karşı karşıya kalmalarından dolayı benzersiz ve zorlayıcı bir deneyim olmuştur. Çalışmadan elde edilen önemli bir bulgu, ters-yüz sınıf yaklaşımı ayırt edici ve zorlu bir süreç olmasına rağmen, öğretmen adaylarının ters-yüz sınıf ile ilgili memnuniyet seviyelerinin oldukça yüksek olduğudur. Öğretmen adayları kendileri için yeni bir süreç olan dijital hikaye oluşturma süreci ile ilgili çaba sarf etmelerine rağmen, ters-yüz sınıf tasarımının öğrenme deneyimini geliştirebileceğini belirtmiştir. Ayrıca, bu deneyim ile okul öncesi dönemde teknoloji kullanımına yönelik olumlu deneyimler yaşadıkları sonucuna ulaşılmıştır. Öğretmen adaylarının karşılaştıkları teknolojik uygulamaların yanı sıra ters-yüz sınıf yaklaşımını da gelecekteki mesleklerinde kullanmaya istekli oldukları sonucuna ulaşılmıştır.

Keywords

• Ters-yüz sınıf
• Dijital öyküleme
• Öğretmen adayı
• Okul öncesi

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