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

Yıl 2020, Cilt: 49 Sayı: 2, 969 - 994, 28.10.2020

Berrin Dogusoy

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Admiraal, W., Van Vugt, F., Kranenburg, F., Koster, B., Smit, B., Weijers, S., & Lockhorst, D. (2017). Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology- infused approach. Technology, Pedagogy and Education, 26 (1), 105-120.
• Al-Zahrani, A. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
• Asef-Vaziri, A.(2015). The Flipped Classroom of Operations Management: A Not-for-Cost-Reduction Platform. Decision Sciences Journal of Innovative Education, 13,71-89.
• Awidi, I. T. & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.
• Baepler, P., Walker, J. D. & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
• Bechter, C., & Swierczek, F. W. (2017). Digital storytelling in a flipped classroom for effective learning. Education Sciences,7(2),61.doi:http://dx.doi.org.proxy-campuslibrary.rockies.edu/10.3390/educsci7020061
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class everyday.
• Bhagat, K. K., Chang, C.N., & Chang, C.Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134–142.
• Campbell, T. A. (2012). Digital storytelling in an elementary classroom: Going beyond Entertainment. Procedia-Social and Behavioral Sciences, 69, 385-393.
• Chen, Y., Wang, Y., Kinshuk & Chen, N-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.
• Davies, R. S., Dean, D. L. & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Education Tech Research Dev, 61, 563-580. DOI 10.1007/s11423-013-9305-6
• Davies, R. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends: Linking Research and Practice to Improve Learning, 55(5), 45-52.
• Davis, C. (2013). Flipped or inverted learning: Strategies for course design. In E.G. Smyth & J.X. Volker (Eds.), Enhancing instruction with visual media: Utilizing video and lecture capture (pp. 241-265). Hershey, PA: IGI Global.
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
• Fulton, K. P. (2012). 10 Reasons to Flip. Phi Delta Kappan, 94(2), 20–24
• Gilboy, M.B., S. Heinerichs, & G. Pazzaglia (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47 (1), 109-114.
• Goldberg, H. (2014). Considerations for flipping the classroom in medical education. Academic Medicine, 89(5), 696–697. doi:10.1097/ACM.0000000000000209
• Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303.
• Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, DOI: 10.1080/09588221.2019.1650071.
• Howard, S. K. & Mozejko, A. (2015). Teachers: technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp. 307-317). Port Melbourne, Australia: Cambridge University Press.
• Hwang, W-Y., Shadiev, R., Hsui, J-L., Huang, Y. M., Hsu, G-L. & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215-241.
• Hung, H-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
• Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York: Routledge.
• Karabulut-Ilgu, A., Yao, S. Savolainen, P. & Jahren, C. (2018). Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process. Journal of Educational Computing, 56(4), 513-537.
• Keefe, J. W. (2007). What is personalization? Phi Delta Kappan, 89(3), 217–223.
• Kent, D. B. (2015). Avenues for Use of Multimedia in Language Teaching: Crafting Digital Stories in the EFL Context. In the 19th STEM International Conference: How to Develop Movie and Media Materials.
• Kılıç, F. (2014). Awareness and cognitive load levels of teacher candidates towards student products made by digital storytelling. Turkish Online Journal of Distance Education, 15(3), 94-107.
• Kim, S. (2014). Developing Autonomous Learning for Oral Proficiency Using Digital Storytelling. Language Learning & Technology, 18(2), 20-35.
• Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.
• Long, T., Cummins, J. & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.
• Nassim, S. (2018). Digital Storytelling: An Active Learning Tool for Improving Students’ Language Skills. PUPIL: International Journal of Teaching, Education and Learning, 2(1), 14-27.
• Niemi, H., Niu, S., Vivitsou, M & Li, B. (2018). Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland. Contemporary Educational Technology, 9(4), 331-353.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA, US: Sage Publications, Inc.
• Robin, B. (2008). Digital Storytelling: A powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47, 220-228.
• Robinson, R., Molenda, M., & Rezabek, L. (2008). Facilitating learning. In A. Januszewski, & M. Molenda (Eds.), Educational Technology: A Definition with Commentary (pp. 15-48). New York & London: Lawrence Erlbaum Associates.
• Rotellar, C & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American Journal of Pharmaceutical Education, 80(2), 34, 1-9.
• Sancar-Tokmak, H., Yakin, İ. & Dogusoy, B. (2019). Prospective English Teachers’ Digital Storytelling Experiences Through a Flipped Classroom Approach. International Journal of Distance Education Technologies, 17(1), 78-99.
• Sanz, A. G. (2015). Digital storytelling as an innovative element in English for Specific Purposes. Procedia- Social and Behavioral Sciences, 178, 110-116.
• Schmoelz, A. (2018). Enabling co-creativity through digital storytelling in education. Thinking Skills and Creativity, 28, 1-13.
• Sezer, B. (2017). The Effectiveness of a Technology-Enhanced Flipped Science Classroom. Journal of Educational Computing Research, 55(4), 471-494.
• Sohrabi, B. & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514-524.
• Steen-Utheim, A. T. & Foldnes, N. (2018) A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324.
• Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research. Newbury Park, CA: Sage
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research, 15, 171–193.
• Talbert, R. (2012) Inverted Classroom. Colleagues, 9(1), Article7.
• Verdugo, D. R. & Belmonte, I. A. (2007). Using Digital Stories to Improve Listening Comprehension with Spanish Young Learners of English. Language Learning & Technology, 11(1), 87-101.
• Wang, L., Ertmer, P. A. & Newby, T. J. (2004). Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 231-250.
• Webb, M. & Doman, E. (2019). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, DOI: 10.1080/09588221.2018.1557692
• 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, 339-352.
• Zownorega, J. S. (2013). Effectiveness of flipping the classroom in a honors level, mechanics-based physics class. Master’s Thesis. Eastern Illinois University.