ÇOCUKLARDA TEKNOLOJİ ODAKLI GÖRSEL İLETİŞİM VE DİNAMİK BİR GÖRSEL İLETİŞİM YOLU OLARAK DİJİTAL ÖYKÜLEME

Year 2017, Issue: 52, 25 - 38, 20.07.2017

Suzan Duygu Bedir Erişti

https://doi.org/10.17064/iuifd.333102

Abstract

Araştırma katılımcı gözlem ve katılımcı tasarım yaklaşımına dayalı olarak geliştirilen dijital öyküleme yaklaşımının küçük yaş grubundaki çocukların görsel iletişim tercihlerini belirleme sürecine yansımalarını belirlemeyi amaçlamaktadır. Bu amaç çerçevesinde araştırmada küçük yaş grubundaki çocukların günlük yaşamları, birbirleri ve çevreleri ile sosyal etkileşimlerine dayalı görsel iletişim dilleri ve konuları sorgulanmıştır. Araştırma Eskişehir’deki özel bir anaokulunda öğrenim görmekte olan 5 ve 6 yaş grubu arasındaki çocuklarla gerçekleştirilmiştir. Araştırmada dijital öyküleme yaklaşımına dayalı olarak bir öykü geliştirmeleri istenen çocuklar profesyonel tasarımcılarla birlikte günlük yaşamları, sosyal yaşamları ve etkileşimlerine dayalı bir dijital öykü geliştirmişlerdir. Araştırmanın sonucunda çocukların dijital öyküleme uygulaması çerçevesinde oluşturdukları görsel iletişim diline dayalı tercihlerinin gerçek yaşam ve popüler kültür odaklı imajlar ve temalar üzerinde şekillendiği ortaya konulmuştur. Araştırma bulgularına göre dijital öyküleme görsel iletişim dili yapılandırma sürecine ilişkin küçük yaş grubundaki çocukların aktif katılımını sağlamış ve bu bağlamda görsel iletişim sürecinin etkili bir biçimde yapılandırılmasına olanak tanımıştır. Ayrıca süreç içinde dijital öyküleme yolu ile çocukların teknolojiyi etkin kullandıkları, kendilerini etkili bir biçimde ifade edebildikleri ve eleştirel düşünmeye dayalı dışavurumlar ortaya koydukları gözlemlenmiştir. Araştırma erken çocukluk döneminde görsel iletişim göstergelerini ortaya koyması ve bu çerçevede örnek teşkil etmesi bakımından önemlidir.

Keywords

Görsel İletişim, Katılımcı Tasarım Yöntemi, Dijital Öyküleme

TECHNOLOGY-FOCUSED VISUAL COMMUNICATION AND DIGITAL STORYTELLING AS A DYNAMIC VISUAL COMMUNICATION PATH FOR CHILDREN

Abstract

This study investigated the influence of participatory observation and a participatory design-based digital storytelling approach on young children’s visual communication preferences. It examined students’ visual communication language and subjects affected by their daily life and social interaction with each other based on participatory observation and a participatory-design-based digital storytelling approach. The study used a sampling of 5 to 6-year-old children in a private preschool in Eskişehir, Turkey. Students were asked to create stories based on their favorite items and related to their daily lives, social lives, and social interactions. It was found that the visual language preferences of the majority of the students was constructed by popular culture images and real-life themes. Based on the research findings, it was observed that the active participation of children in the young age group related to digital storytelling structured an effective visual communication language process. In this context, through the process of digital storytelling, it was observed that children use technology with active participation, express themselves effectively and efficiency employ critical thinking abilities. This study is important for establishing indicators of visual communication in early childhood and being an example study of these subjects.

Keywords

Visual Communication, Participatory Design Method, Digital Storytelling

References

• Angrosino, M. V. & de Pérez, K. A. M. (2000). Rethinking observation: From method to context. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (Second Edition) (673-702). USA: Sage Publications.
• Balcı, A. (2005). Sosyal Bilimlerde Araştırma Yöntem Teknik ve İlkeler. Ankara: Pegem Akademi Yayıncılık.
• Bernard, H. R. (Ed.) (1998). Handbook of Methods in Cultural Anthropology. Walnut Creek: AltaMira Press.
• 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.
• Burke, C. (2008). Play in focus: Children’s visual voice in participative. In P. Thomson (Ed.), Doing Visual Research with Children and Young People (23-36). London: Routledge.
• Cobb, P., Confrey, J., diSessa, A., Lehrer, R., Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
• Coutinho, C. (2010). Storytelling as a strategy for integrating technologies into the curriculum: An empirical study with postgraduate teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (3795- 3802). Chesapeake, VA: AACE.
• Cvetkovic, V. B. & Olson D. C. (2012). Portrayals of Children in Popular Culture: Fleeting Images. Lexington Books.
• DeWalt, K. M. & DeWalt, B. R. (2002). Participant Observation: A Guide for Fieldworkers. Walnut Creek, CA: AltaMira Press.
• Eilam, B. (2012). Teaching, Learning, and Visual Literacy: The Dual Role of Visual Representation. USA: Cambridge University Press.
• Erişti Bedir, S. D. (2014). Digital storytelling and creativity through e-learning, In T. V. Yüzer & G. Eby (Eds.), Handbook of Research on Emerging Priorities and Trends in Distance Educa- tion: Communication, Pedagogy, and Technology (120-140). USA: IGI Global Publishing. doi: 10.4018/978-1-4666-5162-3.ch009.
• Erişti, S. D. (2010). İlköğretim Öğrencilerinin Resimsel Anlatımlarında Popüler Kültür Algısı (Norveç Çok Kültürlü Fjell İlköğretim Okulu Örneği). İlköğretim Online, 9(3), 884-897.
• Fuchs, C. (2014). Social media and the public sphere. TripleC, 12(1), 57-101.
• 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 & Edu- cation, 57(4), 2236-2243.
• 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. Educa- tional Multimedia and Hypermedia, 18(4), 405-428.
• Hull, G. A. (2003). Youth culture and digital media: New literacies for new times. Research in the Teaching of English, 38(2), 229-233.
• Hung, C. M., Hwang, G. J., Huang, I. (2012). A project-based digital storytelling approach for im- proving students’ learning motivation, problem-solving competence and learning achieve- ment. Educational Technology & Society, 15(4), 368-379.
• Kelly, A. E. (2003). The role of design in educational research. Educational Researcher, 32(1), 3-4.
• Lambert, J. (2013). Digital Storytelling: Capturing Lives, Creating Community. London: Routledge.
• Leitch, R. (2008). Creatively researching children’s narratives through images and drawings. In P. Thomson (Ed.), Doing Visual Research with Children and Young People (37-58). London: Routledge.
• Lim, C. P. & Tay, L. Y. (2003). Information and communication technologies (ICT) in an elementary school: Students’ engagement in higher order thinking. Journal of Educational Multimedia and Hypermedia, 12(4), 425-451.
• Marsh, J. (2010). Childhood, Culture and Creativity: A Literature Review. Newcastle: Creativity, Culture and Education.
• Marshall, C. & Rossman, G. B. (1995). Designing Qualitative Research. Newbury Park, CA: Sage.
• McCarthy, C., Giardina, M. D., Harewood, S.J., Park, J. K. (2003). Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity. Harvard Educational Review, 73(3), 449-465.
• Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.
• Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 220-228.
• Skivenes, M. & Stranbu, A. (2006). A Child Perspective and Children’s Participation. Children, Youth and Environments, 16(2), 10-27.
• Wang, F. & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning envi- ronments. Educational Technology Research and Development, 53(4), 5-23.
• Zaphiris, P. & Constantinou, P. (2007). Using participatory design in the development of a language learning tool. Interactive Technology and Smart Education, 4(2), 79-90.