Okul Yöneticilerinin Eğitiminde Dijital Olumlu Öyküleme Yönteminin Kullanımına Yönelik Bir Model Önerisi

Year 2019, , 18 - 38, 22.05.2019

Songül Karabatak , Dönüş Şengür

https://doi.org/10.9779/pauefd.452588

Cited By: 1

Abstract

Her yaş grubunun
eğitimi sürecinde kullanılabilen dijital öyküleme, son zamanlarda yetişkin
eğitim sürecinde de kullanılmaktadır. Çünkü dijital öyküleme, yetişkin
eğitiminin deneyimlere dayanma ve kendini yönlendirme özelliklerinin rahatlıkla
gerçekleştirilmesini sağlayabilmektedir. Bu yönü ile dijital öyküleme okul
yöneticilerinin birer lider olarak yetiştirilmesinde etkili kullanılabilecek
bir yöntem olarak düşünülmektedir. Bu çalışmada dijital öyküleme yönteminin
kullanıldığı bir okul yöneticisi eğitim programı modelinin önerilmesi
amaçlanmıştır. Çalışmada ilk olarak dijital öykülemenin eğitim alanında ve okul
yöneticilerinin yetiştirilmesinde kullanımı ele alınmış daha sonra da dijital
olumlu öyküleme yönteminin okul yöneticilerinin eğitim sürecinde
kullanılabilirliğine ilişkin model önerisi sunulmuştur. Hazırlanan modelde
olumlu sorgulama prensiplerinden biri olan olumlu öyküleme yöntemi
kullanılmıştır. Bu nedenle modeldeki eğitim programının merkezinde, etkili
okulların başarılı okul yöneticilerinin gerçekleştirdikleri örgütsel gelişmeler
ve değişimler ile kariyer hikâyeleri yer almaktadır. Her ne kadar olumlu
sorgulama ve dijital öykülemenin yönetici/lider eğitiminde ve yetiştirmede
etkililiği üzerinde alanyazında bir fikir birliği söz konusu olsa da ikisinin
bir arada kullanıldığı modelin işlevselliği ancak deneysel araştırmalarla
ortaya konulabilir.

Keywords

dijital öyküleme, hikaye, olumlu sorgulama, okul yöneticilerinin yetiştirilmesi, okul yöneticisi eğitimi

A Model Suggestion on the Use of Digital Positive Storytelling Method in the Training of School Administrators

Abstract

Digital storytelling, which can be used in
the education process of every age group, has recently been used in the adult
education process. Because digital storytelling allows adult education to rely
on experience and to facilitate self-directedness. In this respect, digital storytelling
is considered as a method that can be effectively used as a leader of school
administrators. In this study, it is aimed to propose a school administrator training program model in
which digital storytelling method is used. In the study, firstly, the use of
digital storytelling in the field of education and in the training of school
administrators was discussed, and then a model proposal for the use of digital appreciative storytelling method in
school administrators' education process was presented. In the prepared model,
a appreciative storytelling
method which is one of the principles of appreciative inquiry was used. For this reason, at the center of the
training program, there are organizational developments, changes and career
stories realized by successful school administrators of effective schools.
Although there is a consensus on the effectiveness of positive appreciative and digital storytelling in manager / leader education
and training, the functionality of the model in which both positive appreciative and digital storytelling are
used together can only be demonstrated through empirical research.

Keywords

digital storytelling, story, positive appreciative, school administrator training

References

• Adıgüzel, O. ve Öztürk, U. C. (2011). Örgütsel değişim sürecindeki iki reformsal kavramın melezlenmesi: Süreç danışmanlığında olumlu sorgulama yaklaşımı. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (13), 119-144.
• Ağaoğlu, E., Gültekin, M. ve Çubukçu, Z. (2002). Okul yöneticisi yeterliklerine dayalı eğitim programı önerisi (Hizmet Öncesi - Hizmet içi Eğitim) 21.YY Eğitim Yöneticilerinin Yetiştirilmesi Sempozyumu Bildiriler Kitabı, s. 144-161. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
• Akdağ, M. ve Tok, H. (2010). Geleneksel öğretim ile Powerpoint sunum destekli öğretimin öğrenci erişisine etkisi. Eğitim ve Bilim, 33(147), 26-34.
• Akın, U. (2012). Okul yöneticilerinin seçimi ve yetiştirilmesi: Türkiye ve seçilmiş ülkelerden farklı uygulamalar, karşılaştırmalar. AİBÜ Sosyal Bilimler Enstitüsü Dergisi, 12(2), 1-30.
• Alismail, H. A. (2015). Integrate digital storytelling in education. Journal of Education and Practice, 6(9), 126-129.
• Armstrong, S. (2003). The power of storytelling in education. Snapshots, 11-20.
• Auvinen, T., Aaltio, I., & Blomqvist, K. (2013). Constructing leadership by storytelling–the meaning of trust and narratives. Leadership & Organization Development Journal, 34(6), 496-514.
• Avery, D., Tonidandel, S., Griffith, K., & Quiñones, M. (2003). The impact of multiple measures of leader experience on leader effectiveness: New insights for leader selection. Journal of Business Research, 56, 673.
• Bakioğlu, A., Özcan, K. ve Hacıfazlıoğlu, Ö. (2002). Okul yöneticilerinin mentor yoluyla yetiştirilme ihtiyacı. 21. Yüzyıl Eğitim Yöneticilerinin Yetiştirilmesi Sempozyumu, 16-17 Mayıs 2002. Ankara, Türkiye.
• Balaman, F. (2016). The effect of digital storytelling technique on the attitudes of students toward teaching technologies. Pegem Eğitim ve Öğretim Dergisi, 6(2), 147.
• Balcı, A. ve Çınkır, Ş. (2002). İngiltere 'de okul müdürlerinin yetiştirilmesi: Okul müdürleri için ulusal mesleki standartlar programı. 21.YY Eğitim Yöneticilerinin Yetiştirilmesi Sempozyumu Bildiriler Kitabı, s. 211-236. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
• Barrett, F., & Fry, R., (2005). Appreciative inquiry: A positive approach to cooperative capacity building. Chagrin Falls, OH: Taos Institute Publishing.
• Bell, J. S. (2002). Narrative inquiry: More than just telling stories, TESOL Quarterly, 36(2), 207-207.
• Boje, D. (2006), Pitfalls in storytelling – advice and praxis. Academy of Management Review, 31(1), 218‐225.
• Bridges, E. M. (2012). Administrator preparation: Looking backwards and forwards. Journal of Educational Administration, 50(4), 402-419.
• Brouwer, H., & Brouwers, J. (2017). The MSP Tool Guide: Sixty tools to facilitate multi -stakeholder partnerships. The Netherlands: Centre for Development Innovation, Wageningen University and Research
• Calabrese , R. (2015). A collaboration of school administrators and a university faculty to advance school administrator practices using appreciative inquiry. International Journal of Educational Management, 29(2), 213 - 221
• Chu, H. Q., & Cravens, X. C. (2012). Principal professional development in China: challenges, opportunities, and strategies. Peabody Journal of Education, 87(2), 178–199.
• Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In R. Woodman & W. Pasmore (eds.), Research in organizational change and development, Greenwich, CT: JAI Press, 1(1), 129-169.
• Cooperrider, D. L., & Whitney, D. (1999). Appreciative inquiry: A positive revolution in change. In P. Holman & T. Devane (Eds.), The change handbook: Group methods for shaping the future. San Francisco: Berrett-Koehler Publishers, Inc.
• Cooperrider, D. L., Whitney, D. K., & Stavros, J. M. (2003). Appreciative inquiry handbook: The first in a series of AI workbooks for leaders of change. Oakland, CA: Berrett-Koehler Publishers.
• Copland, M. (2005). Problem-based leadership development: Developing the cognitive and skill capacities of school leaders, In Philip Hallinger (Ed.), Reshaping the landscape of school leadership development: A global perspective, Swets ve Zeitlinger, Lisse, pp. 206-216.
• Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library technology reports, 45(7), 15.
• Cunsolo Willox, A., Harper, S. L., & Edge, V. L. (2013). Storytelling in a digital age: digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom. Qualitative Research, 13(2), 127-147.
• Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library Technology Reports, 45(7), 15.
• Çankaya, F. ve Dinç, E. (2009). Powerpoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (17), 27-52.
• Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA, Stanford University, Stanford Educational Leadership Institute.
• Danzig, A. B. (1997). Leadership stories: What novices learn by crafting the stories of experienced school administrators. Journal of Educational Administration, 35(2), 122-137.
• Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri. Yayınlanmamış doktora tezi, Necmettin Erbakan Üniversitesi, Konya.
• Donnan, S. (2005). What is appreciative inquiry?. [Available online at: www.metavolution.com/ rsrc/articles/ whatis_ai.htm], Retrieved on April 2, 2017.
• Guajardo, M., Oliver, J. A., Rodríguez, G., Valadez, M. M., Cantú, Y., & Guajardo, F. (2011). Reframing the praxis of school leadership preparation through digital storytelling. Journal of Research on Leadership Education, 6(5), 145-161.
• Hallinger, P., & Bridges, E. M. (2016). A systematic review of research on the use of problem-based learning in the preparation and development of school leaders. Educational Administration Quarterly, 53(2), 255-288. doi: 10.1177/0013161X16659347.
• Hallinger, P., Shaobing, T., & Jiafang, L. (2017). Learning to make change happen in Chinese schools: adapting a problem-based computer simulation for developing school leaders. School Leadership & Management, 37(1-2), 162-187.
• Harbin, J., & Humphrey, H. (2010). Teaching management by telling stories. Academy 40 of Educational Leadership Journal, 14(1), 99-106.
• Harbin, J., & Humphrey, P. (2010). Teaching management by telling stories. Academy of Educational Leadership Journal, 14(1).
• Holotescu, C., Grosseck, G., & Danciu, E. (2014). Educational digital stories in 140 characters: towards a typology of micro-blog storytelling in academic courses. Procedia-Social and Behavioral Sciences, 116, 2301-2305.
• Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problemsolving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.
• İnceelli, A. (2005). Dijital hikaye anlatımının bileşenleri. The Turkish Online Journal of Educational Technology, 4(3), 132-142.
• Jakes, D. S., & Brennan, J. (2006). Digital storytelling, visual literacy and 21st century skills. [Available online at: http://te831us.wiki.educ.msu.edu/file/view/How+to+Digital+Storytelling.pdf/239508071/ How%20to%20Digital%20Storytelling.pdf], Retrieved on March 26, 2017.
• Karabatak, S. (2015). Okul yöneticisi yetiştirmede web tabanlı problem temelli öğrenmenin katılımcıların öz-yeterlik inançlarına ve yöneticilik mesleğine ilişkin tutumlarına etkisi. Yayınlanmamış doktora tezi, Fırat Üniversitesi, Elazığ.
• Karabatak, S., & Turhan, M. (2017). Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning. Pegem Eğitim ve Öğretim Dergisi, 7(4), 663-712.
• Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi. Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Eskişehir.
• Kesim, E. (2009). Okul yöneticilerinin uzaktan eğitim yoluyla yetiştirilmeleri için eğitim ihtiyaçlarına dayalı bir program modeli önerisi. Yayımlanmamış doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
• Knowles, M. S., Swanson, R. A., & Holton, E. F. III (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). California: Elsevier Science and Technology Books.
• Kulla-Abbott, T. M. (2006). Developing literacy practices through digital storytelling. Unpublished Doctoral Dissertation, University of Missouri: St. Louis.
• LaFrance, J., & Blizzard, J. (2013). Student perceptions of digital storytelling as a learning-tool for educational leaders. International Journal of Educational Leadership Preparation, 8(2). [https://digitalcommons.georgiasouthern.edu/leadership-facpubs/11], Erişim tarihi: 04.05.2018
• Lee, L. (2014). Digital news stories: Building language learners' content knowledge and speaking skills. Foreign Language Annals, 47(2), 338-356.
• Lu, J. , Hallinger, P., & Showanasai, P. (2014). Simulation-based learning in management education: A longitudinal quasi-experimental evaluation of instructional effectiveness. Journal of Management Development, 33(3), 218–244.
• McLeod, S., Bathon, J. M., & Richardson, J. W. (2011). Studies of technology tool usage are not enough: A response to the articles in this special issue. Journal of Research on Leadership Education, 6(5), 288-297.
• Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visua”l Communication, 2(2), 189-193.
• Miller, C. H. (2004). Digital storytelling: A creator's guide to interactive entertainment. Taylor & Francis.
• O'Leary, J. J. (2012). Telling the story: Teaching leaders the art of storytelling and its impact on individuals and the organization. Pepperdine University.
• Paden, M. T. (2011). Storytelling strategies for leading change in university prestige. Pepperdine University.
• Ready, D. A. (2002). How storytelling builds next-generation leaders, MIT Sloan Management Review, 43(4), 63-69.
• Robin, B. (2005). Educational uses of digital storytelling. Main directory for the educational uses of digital storytelling. Instructional technology Program. University of Huston. [http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf], Retrieved on May 23, 2017.
• Robin, B. R. (2006). The educational uses of digital storytelling. [http://www.coe.uh.edu/ digitalstorytelling/evaluation.htm], Retrieved on May 25, 2017.
• Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
• Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.
• Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Education Tech Research, 56(4), 487-506. doi: http://dx.doi.org/10.1007/s11423-008-9091-8
• Sarıca, H. Ç. ve Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309.
• Signes, C. G. (2010). Practical uses of digital storytelling. Universitat de Valencia. [https://pdfs.semanticscholar.org/7a86/50e4802bd17c71e360ef8d58da1cf8fe9c45.pdf], Retrieved on June 13, 2017.
• Simmons, A. (2006). The story factor: Secrets of influence from the art of storytelling. New York, NY: Basic BooksSkouge, J. R., & Rao, K. (2009). Digital storytelling in teacher education: Creating transformations through narrative. Educational Perspectives, 42, 54-60.
• Staub, N. A., & Bravender, M. (2014a). Principal Candidates Create Decision-Making Simulations to Prepare for the JOB. International Journal of Educational Leadership Preparation, 9(1), 1.
• Staub, N. A., & Bravender, M. (2014b). The Construction of Simulations as an Instructional Activity for Graduate Students in an Education Leadership Program. Leadership and Research in Education, 1, 67-78.
• StoryCenter. (2016). https://www.storycenter.org/press/. Erişim tarihi: 21.05.2017.
• Süngü, H. (2013). Recruiting and preparing school principals in Turkey, Germany, France and England. Sakarya University Journal of Education, 2(1), 33-48.
• Şengür, D. (2018). Okul yöneticilerinin eğitiminde eylem öğrenmenin karar verme ve çatışma yönetme becerileri üzerindeki etkisi. Yayınlanmamış doktora tezi, Fırat Üniversitesi, Elazığ.
• Taşkın, E. (2001). Eğitim ve geliştirme (3. Basım). İstanbul: Papatya Yayıncılık.
• Tatlı, Z., & Aksoy, D. A. (2017). Yabancı dil konuşma eğitiminde dijital öykü kullanımı. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 45, 137-152
• Tittle, M. E. (2018). Using appreciative inquiry to discover school administrators' learning management best practices development. Unpublished Ph.D Thesis, Walden University
• Turgut, G. ve Kışla, T. (2015). Bilgisayar destekli hikâye anlatımı yöntemi: Alanyazın araştırması. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121.
• Versland, T. M. (2013). Principal efficacy: Implications for rural “grow your own” leadership programs. Rural Educator, 17, 13-22.
• Whitney, D., & Trosten-Bloom., A. (2003). The power of appreciative inquiry. San Francisco, CA: Berrett- Koehler, 69-71.
• Widdershoven, G. and C. Sohl (1999), Interpretation, action, and communication: Four stories about a supported employment program, in T. A. Abma (ed.) Telling Tales, on Narrative and Evaluation, Advances in Program Evaluation 6, pp. 109–30. Stamford, CT: JAI Press
• Yamaç, A., & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders' writing skills. International Electronic Journal of Elementary Education, 9(1), 59-86.
• Yan, W., & Catherine Ehrich, L. (2009). Principal Preparation and Training: A Look at China and its Issues. International Journal of Educational Management, 23(1), 51-64.
• Yang, Y. T. C., & 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.
• Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 1-10.
• Yurdakul, S. (2009). Olumlu sorgulama (AI): Teorik temelleri; pratikte uygulanması, [http://www.ikedaconsulting.com/documents/Olumlu_Sorgulama-Makale.pdf], Erişim tarihi: 25.07.2018.
• Yüksel, P., Robin, B., & McNeil, S. (2011). Educational uses of digital storytelling all around the world. M. Koehler & P. Mishra (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (p. 1264-1271). Chesapeake, VA: AACE.
• Zimmerman, P. (1995) Reel Families: A Social History of Amateur Film. Indianapolis: Indiana University Press.