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The Digital Storytelling Adventures of the Teacher Candidates

Year 2018, Volume: 9 Issue: 3, 262 - 287, 31.07.2018
https://doi.org/10.17569/tojqi.426308

Abstract

The digital stories enable the students to understand
the nature of science easier by means of technology. In this context, it is
essential that there are the teachers, who are able to educate the creative
thinking individuals that are dominant to the scientific processes and to offer
any learning environments in which qualified education can be provided to their
students. For this purpose, the science teacher candidates are required to
create digital stories on the science subjects and achievements of 3rd
and 4th grades by using the technology. An interview form designed
by the researchers was prepared to determine the opinions of the teacher
candidates about their experience in digital story preparation and the use of
digital story in science teaching. With this interview form, the data of the
researchers was collected by taking the voice record of the teacher candidates.
The interviews were solved by descriptive analysis technique. As a result, the
teacher candidates stated that the digital stories should be included in the
science lessons, that the digital stories paid attention to the subject, and
were fun and avocatory, and that permanent learning was provided. The teacher
candidates stated that they would benefit from the digital stories in their
professional lives, that the digital stories would be effective in science
teaching, and that the teacher candidates notices the importance of using the
technology in the science courses in these applications.

References

  • Aksoy, G. (2013). Effect of computer animation technique on students' comprehension of the "solar system and beyond" unit in the science and technology course. Mevlana International Journal of Education (MIJE), 3(1), 40-46.
  • Balaman, F. (2016). Dijital öyküleme'nin üniversite öğrencilerinin demokratik değer yargilarina etkisi: mustafa kemal üniversitesi örneği. Current Research in Education, 2(1), 42-52.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. Technology and teacher education annual, 1, 647.
  • Boase, K. 2008. Digital storytelling for reflection and engagement: A study of the uses and potential of digital storytelling. Retrieved February 12, 2009 from http://resources.glos.ac.uk/tli/lets/projects/pathfinder/index.cfm.
  • Bromberg, N. R., Techatassanasoontorn, A. A., & Andrade, A. D. (2013). Engaging students: Digital storytelling in information systems learning. Pasific Asia Journal of the Association for Information Systems, 5(1), 1-22.
  • Cole, G. K., Street, K. E., & Felt, L. J. (2013). Storytelling in the digital age: Engaging learners for cognitive and affective gains. International Journal of Technology, Knowledge and Society, 8(6), 113-119.
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi. Konya.
  • Dogan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. (Unpublished doctoral dissertation). University of Houston. Retrieved from ProQuest Digital Dissertations. (UMI 3272583)
  • Duman, B., & Göcen, G. (2015). The effect of the digital storytelling method on pre-service teachers’ creative writing skills. Anthropologist, 20(1-2), 215-222.
  • Dupain, M., & Maguire, L. (2005). Digital storybook projects 101: How to create and implement digital storytelling into your curriculum. In 21st Annual Conference on Distance Teaching and Learning (Vol. 6, p. 2014).
  • Duveskog, M., Tedre, M., Sedano, C. I. & Sutinen, E. (2012). Life planning by digital storytelling in a primary school in Rural Tanzania. Educational Technology & Society, 15(4), 225-237.
  • Erişti, S. D. B.(2016). Katılımcı tasarım temelli dijital öyküleme sürecinde ilköğretim öğrencilerinin yaratıcılık göstergeleri. Turkish Online Journal of Qualitative Inquiry (TOJQI). 7(4), 462-492.
  • Gömleksiz, M. N. (2004). Use of education technology in English classes. The Turkish Online Journal of Educational Technology – TOJET, 3(2), 71-77.
  • 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. Retrieved from www.jakesonline.org/dstory_ice.pdf (01.03.2017 ).
  • Jakes, D. (2006). Standards-proof your digital storytelling efforts. TechLearning, March 2006.
  • Kahraman, Ö. (2013). Dijital hikayecilik metoduyla hazırlanan öğretim materyallerinin öğrenme döngüsü giriş aşamasında kullanılmasının fizik dersi başarısı ve motivasyonu düzeyine etkisi. (Doktora tezi). Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü, Balıkesir.
  • Kapucu, M. S., Eren, E., & Avcı, Z. Y. (2014). Fen Bilgisi öğretmen adaylarının animasyon oluşturmada goanimate kullanımına ilişkin görüşlerinin incelenmesi. Turkish Online Journal of Qualitative Inquiry, 5(4), 23-40.
  • Karataş, S., Bozkurt, Ş. B., & 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.
  • 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. (2016). Okul öncesi eğitimde teknoloji entegrasyonu: dijital hikâye anlatımı üzerine öğretmen görüşleri. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(1), 175-205.
  • Kotluk, N., & Kocakaya, S. (2015). 21. yüzyıl becerilerinin gelişiminde dijital öykülemeler: Ortaöğretim öğrencilerinin görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 354-363.
  • Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44-47.
  • Özpinar, İ. (2017). Matematik öğretmeni adaylarının dijital öyküleme süreci ve dijital öykülerin öğretim ortamlarında kullanımına yönelik görüşleri. bartin Üniversitesi Egitim Fakültesi Dergisi, 6(3), 1189-1210.
  • Pekdağ, B. (2010). Alternative methods in learning Chemistry: Learning with Animation, Simulation, Video and Multimedia. Journal of Turkish Science Education, 7(2), 111-118.
  • Raven, J., & O'Donnell, K. (2010). Using digital storytelling to build a sense of national identity amongst Emirati students. Education, Business and Society: Contemporary Middle Eastern Issues, 3(3), 201-217.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 220-228.
  • Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37-51.
  • Rohendi, D. (2012). Developing e-learning based on animation content for improving mathematical connection abilities in high school students. International Journal of Computer Science Issues (IJCSI), 9(4), 1-5.
  • Sancar-Tokmak, H., Sürmeli, H., & Ozgelen, S. (2014). Preservice science teachers' perceptions of their tpack development after creating digital stories. International Journal of Environmental and Science Education, 9(3), 247-264.
  • Schnotz, W. (2001). Educational promises of multimedia learning from a cognitive perspective, Multimedia Learning: Cognitive and Instructional Issues. Amsterdam: Elsevier, p: 9-29.
  • Senemoğlu, N. (2007). Gelişim öğrenme ve öğretim [Development, learning and teaching]. Ankara: Gönül Yayıncılık.
  • Suwardy, T., Pan, G., & Seow, P. S. (2013). Using digital storytelling to engage student learning. Accounting Education, 22(2), 109-124.
  • Turgut, G., & Kışla, T. (2015). Bilgisayar destekli hikâye anlatımı yöntemi: Alanyazın araştırması. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121.
  • 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.
  • 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.
  • 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.
  • Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Yuksel, P., Robin, B., & McNeil, S. (2011). Educational uses of digital storytelling all around the world. In Society for Information Technology & Teacher Education International Conference (Vol. 2011, No. 1, pp. 1264-1271).

Öğretmen Adaylarının Dijital Öykü Serüvenleri

Year 2018, Volume: 9 Issue: 3, 262 - 287, 31.07.2018
https://doi.org/10.17569/tojqi.426308

Abstract

Öğretim
sürecinde teknoloji kullanımı etkili öğrenme ortamları sağlamakta, anlamayı
kolaylaştırmaktadır. Eğitimde yeni yaklaşımlara ihtiyaç duyulması ve yeni
yaklaşımlardan olan dijital öykülemenin ihtiyaçlara cevap verebilecek nitelikte
olması, dijital öyküleme yönteminin önemini artırmıştır. Dijital öyküler
öğrencilerin teknoloji yardımıyla fen bilimlerinin doğasını daha kolay
anlamalarını sağlar. Bu bağlamda, bilimsel süreçlere hâkim, yaratıcı düşünen
bireyleri yetiştirecek ve bu alanlarda öğrencilerine nitelikli eğitim
verilebilecek öğrenme ortamları sunabilecek öğretmenlerin olması önem
kazanmaktadır. Bu amaç doğrultusunda Fen Bilimleri öğretmen adaylarının
teknolojiyi kullanarak 3 ve 4.sınıf fen bilimleri konu ve kazanımlarına yönelik
dijital öyküler oluşturmaları istenmiştir. Öğretmen adaylarının dijital öykü
hazırlama sürecinde yaşadıkları deneyimlerinin ve dijital öykülerin fen
öğretiminde kullanılmasına ilişkin görüşlerinin belirlenmesi için
araştırmacılar tarafından yapılandırılmış görüşme formu hazırlanmıştır. Bu
görüşme formu ile öğretmen adaylarının ses kaydı alınarak araştırmanın verileri
toplanmıştır. Görüşmeler betimsel analiz tekniği ile çözümlenmiştir. Sonuç
olarak, öğretmen adayları fen bilimleri derslerinde dijital öykülere yer
verilmesi gerektiğini, dijital öykülerin konuya dikkat çektiğini, eğlenceli ve
merak uyandırıcı olduğunu ve bu sayede kalıcı öğrenmenin sağlanacağını ifade
etmişlerdir.  Öğretmen adayları mesleki
yaşantılarında dijital öykülerden faydalanacaklarını, fen bilimleri öğretiminde
dijital öykülerin etkili olacağını ve bu uygulamalarla fen bilimleri
derslerinde teknoloji kullanımının öneminin farkına vardıklarını
belirtmişlerdir.

References

  • Aksoy, G. (2013). Effect of computer animation technique on students' comprehension of the "solar system and beyond" unit in the science and technology course. Mevlana International Journal of Education (MIJE), 3(1), 40-46.
  • Balaman, F. (2016). Dijital öyküleme'nin üniversite öğrencilerinin demokratik değer yargilarina etkisi: mustafa kemal üniversitesi örneği. Current Research in Education, 2(1), 42-52.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. Technology and teacher education annual, 1, 647.
  • Boase, K. 2008. Digital storytelling for reflection and engagement: A study of the uses and potential of digital storytelling. Retrieved February 12, 2009 from http://resources.glos.ac.uk/tli/lets/projects/pathfinder/index.cfm.
  • Bromberg, N. R., Techatassanasoontorn, A. A., & Andrade, A. D. (2013). Engaging students: Digital storytelling in information systems learning. Pasific Asia Journal of the Association for Information Systems, 5(1), 1-22.
  • Cole, G. K., Street, K. E., & Felt, L. J. (2013). Storytelling in the digital age: Engaging learners for cognitive and affective gains. International Journal of Technology, Knowledge and Society, 8(6), 113-119.
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi. Konya.
  • Dogan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. (Unpublished doctoral dissertation). University of Houston. Retrieved from ProQuest Digital Dissertations. (UMI 3272583)
  • Duman, B., & Göcen, G. (2015). The effect of the digital storytelling method on pre-service teachers’ creative writing skills. Anthropologist, 20(1-2), 215-222.
  • Dupain, M., & Maguire, L. (2005). Digital storybook projects 101: How to create and implement digital storytelling into your curriculum. In 21st Annual Conference on Distance Teaching and Learning (Vol. 6, p. 2014).
  • Duveskog, M., Tedre, M., Sedano, C. I. & Sutinen, E. (2012). Life planning by digital storytelling in a primary school in Rural Tanzania. Educational Technology & Society, 15(4), 225-237.
  • Erişti, S. D. B.(2016). Katılımcı tasarım temelli dijital öyküleme sürecinde ilköğretim öğrencilerinin yaratıcılık göstergeleri. Turkish Online Journal of Qualitative Inquiry (TOJQI). 7(4), 462-492.
  • Gömleksiz, M. N. (2004). Use of education technology in English classes. The Turkish Online Journal of Educational Technology – TOJET, 3(2), 71-77.
  • 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. Retrieved from www.jakesonline.org/dstory_ice.pdf (01.03.2017 ).
  • Jakes, D. (2006). Standards-proof your digital storytelling efforts. TechLearning, March 2006.
  • Kahraman, Ö. (2013). Dijital hikayecilik metoduyla hazırlanan öğretim materyallerinin öğrenme döngüsü giriş aşamasında kullanılmasının fizik dersi başarısı ve motivasyonu düzeyine etkisi. (Doktora tezi). Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü, Balıkesir.
  • Kapucu, M. S., Eren, E., & Avcı, Z. Y. (2014). Fen Bilgisi öğretmen adaylarının animasyon oluşturmada goanimate kullanımına ilişkin görüşlerinin incelenmesi. Turkish Online Journal of Qualitative Inquiry, 5(4), 23-40.
  • Karataş, S., Bozkurt, Ş. B., & 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.
  • 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. (2016). Okul öncesi eğitimde teknoloji entegrasyonu: dijital hikâye anlatımı üzerine öğretmen görüşleri. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(1), 175-205.
  • Kotluk, N., & Kocakaya, S. (2015). 21. yüzyıl becerilerinin gelişiminde dijital öykülemeler: Ortaöğretim öğrencilerinin görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 354-363.
  • Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44-47.
  • Özpinar, İ. (2017). Matematik öğretmeni adaylarının dijital öyküleme süreci ve dijital öykülerin öğretim ortamlarında kullanımına yönelik görüşleri. bartin Üniversitesi Egitim Fakültesi Dergisi, 6(3), 1189-1210.
  • Pekdağ, B. (2010). Alternative methods in learning Chemistry: Learning with Animation, Simulation, Video and Multimedia. Journal of Turkish Science Education, 7(2), 111-118.
  • Raven, J., & O'Donnell, K. (2010). Using digital storytelling to build a sense of national identity amongst Emirati students. Education, Business and Society: Contemporary Middle Eastern Issues, 3(3), 201-217.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 220-228.
  • Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37-51.
  • Rohendi, D. (2012). Developing e-learning based on animation content for improving mathematical connection abilities in high school students. International Journal of Computer Science Issues (IJCSI), 9(4), 1-5.
  • Sancar-Tokmak, H., Sürmeli, H., & Ozgelen, S. (2014). Preservice science teachers' perceptions of their tpack development after creating digital stories. International Journal of Environmental and Science Education, 9(3), 247-264.
  • Schnotz, W. (2001). Educational promises of multimedia learning from a cognitive perspective, Multimedia Learning: Cognitive and Instructional Issues. Amsterdam: Elsevier, p: 9-29.
  • Senemoğlu, N. (2007). Gelişim öğrenme ve öğretim [Development, learning and teaching]. Ankara: Gönül Yayıncılık.
  • Suwardy, T., Pan, G., & Seow, P. S. (2013). Using digital storytelling to engage student learning. Accounting Education, 22(2), 109-124.
  • Turgut, G., & Kışla, T. (2015). Bilgisayar destekli hikâye anlatımı yöntemi: Alanyazın araştırması. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121.
  • 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.
  • 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.
  • 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.
  • Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Yuksel, P., Robin, B., & McNeil, S. (2011). Educational uses of digital storytelling all around the world. In Society for Information Technology & Teacher Education International Conference (Vol. 2011, No. 1, pp. 1264-1271).
There are 39 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Burcu Anılan 0000-0002-4153-1866

Asiye Berber This is me 0000-0002-8340-4793

Hüseyin Anılan 0000-0001-7201-7467

Publication Date July 31, 2018
Submission Date May 23, 2018
Published in Issue Year 2018 Volume: 9 Issue: 3

Cite

APA Anılan, B., Berber, A., & Anılan, H. (2018). The Digital Storytelling Adventures of the Teacher Candidates. Turkish Online Journal of Qualitative Inquiry, 9(3), 262-287. https://doi.org/10.17569/tojqi.426308
AMA Anılan B, Berber A, Anılan H. The Digital Storytelling Adventures of the Teacher Candidates. TOJQI. July 2018;9(3):262-287. doi:10.17569/tojqi.426308
Chicago Anılan, Burcu, Asiye Berber, and Hüseyin Anılan. “The Digital Storytelling Adventures of the Teacher Candidates”. Turkish Online Journal of Qualitative Inquiry 9, no. 3 (July 2018): 262-87. https://doi.org/10.17569/tojqi.426308.
EndNote Anılan B, Berber A, Anılan H (July 1, 2018) The Digital Storytelling Adventures of the Teacher Candidates. Turkish Online Journal of Qualitative Inquiry 9 3 262–287.
IEEE B. Anılan, A. Berber, and H. Anılan, “The Digital Storytelling Adventures of the Teacher Candidates”, TOJQI, vol. 9, no. 3, pp. 262–287, 2018, doi: 10.17569/tojqi.426308.
ISNAD Anılan, Burcu et al. “The Digital Storytelling Adventures of the Teacher Candidates”. Turkish Online Journal of Qualitative Inquiry 9/3 (July 2018), 262-287. https://doi.org/10.17569/tojqi.426308.
JAMA Anılan B, Berber A, Anılan H. The Digital Storytelling Adventures of the Teacher Candidates. TOJQI. 2018;9:262–287.
MLA Anılan, Burcu et al. “The Digital Storytelling Adventures of the Teacher Candidates”. Turkish Online Journal of Qualitative Inquiry, vol. 9, no. 3, 2018, pp. 262-87, doi:10.17569/tojqi.426308.
Vancouver Anılan B, Berber A, Anılan H. The Digital Storytelling Adventures of the Teacher Candidates. TOJQI. 2018;9(3):262-87.