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DİJİTAL HİKAYE ANLATIMININ ÖĞRETMEN ADAYLARININ GÖZÜNDEN İNCELENMESİ

Yıl 2019, Cilt: 20 Sayı: 3, 1417 - 1446, 01.01.2019

Volkan Kukul Mehmet Kara

Öz

Hikayeler tarih boyunca insanların deneyimlerini, bilgilerini aktarmak veya bir mesaj vermek için kullanılan güçlü iletişim araçlarıdır. Bu özellikleriyle eğitimin içerisinde sürekli var olan hikayeler, teknolojinin, özellikle de Web 2.0 araçlarının, gelişimiyle birlikte dijital ortamlara taşınmıştır. Böylelikle ortaya çıkan dijital hikayeler öğretmenlerin ve araştırmacıların dikkatini çekmiş ve eğitim ortamlarına teknolojinin entegre edilebilmesi için sıklıkla kullanılan bir yöntem olmaya başlamıştır. Teknolojinin başarılı bir şekilde eğitime entegre olabilmesi için öğretmenlerin teknolojiyi entegre edebilecek yöntemlere hakim olması gerekmektedir. Bu çalışmanın amacı, öğretmen adaylarının dijital hikaye anlatımıyla tanışmalarını ve dijital hikaye anlatımını teknoloji kabul modeli çerçevesinde değerlendirmelerini sağlamaktır. Bu amaç doğrultusunda 30 sınıf öğretmeni adayıyla çocuk hakları bağlamında dijital hikaye anlatımı uygulaması yapılmıştır. Veriler analiz edilirken temalar teknoloji kabul modeline göre belirlenmiştir. Analizler incelendiğinde öğretmen adaylarının dijital hikaye anlatımı uygulamasını kolay buldukları ancak hikayenin teknolojik kurgusunu yaparken zorlandıkları, öğrencilere özellikle 21. Yüzyıl becerilerinin kazandırılmasında olumlu katkıları olacağı ve gelecekte sınıflarında dijital hikaye anlatımı sürecini kullanma niyetlerinin oluştuğu sonuçlarına ulaşılmıştır.

Anahtar Kelimeler

Dijital hikaye anlatımı Teknoloji kabul modeli Öğretmen adayları Öğretmen eğitimi

Kaynakça

  • Bellanca, J. and Brandt, R. (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. and Rumble, M. (2012). Defining 21st century skills. In P. Griffin, B. McGawve E. Care (Eds.), Assessment and teaching of twenty-first century skills (pp. 17–66). Dordrecht: Springer Science+Business Media BV. doi:10.1007/978-94-007-2324-5_2.
  • Chun-Ming Hung, Hwang, G.-J. and Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology ve Society, 15(4), 368-379.
  • Condy, J., Chigona, A., Gachago, D., Ivala, E. and Chigona, A. (2012). Pre-service students' perceptions and experiences of digital storytelling in diverse classrooms. Turkish Online Journal of Educational Technology-TOJET, 11(3), 278-285.
  • Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches (2nd Ed.). Sage.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • Garrison, D. R., Cleveland-Innes, M., Koole, M. and Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8.
  • Glaser, B. G.and Strauss, A. L. (1965). The constant comparative method of qualitative analysis. Social problems, 12(4), 436-445.
  • Griffin, P., McGaw, B. and Care, E. (2012). The changing role of education and schools. In P. Griffin, B. McGawve E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 1–16). Dordrecht: Springer Science+Business Media BV. doi:10.1007/978-94-0072324-5_2.
  • Islim, O. F., Ozudogru, G. and Sevim-Cirak, N. (2018). The use of digital storytelling in elementary Math teachers’ education. Educational Media International, 55(2), 107-122.
  • Karataş, S., Kukul, V. and Özcan, S. (2018). How powerful is digital storytelling for teaching?: perspective of pre-service teachers. In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 511-529): IGI Global.
  • Karoğlu, A. K. (2015). Öğretim sürecinde hikaye anlatmanın teknolojiyle değişen doğası: dijital hikaye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
  • Kilic, C. and Sancar-Tokmak, H. (2017). Digital story-based problem solving applications: Preservice primary teachers' experiences and future integration plans. Australian Journal of Teacher Education (Online), 42(12), 21.
  • Kocaman-Karoglu, A. (2014). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Education and Information Technologies, 21(5), 1153-1168.
  • Lincoln, Y. S. and Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427.
  • Robin, B. R. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228. doi:https://doi.org/10.1080/00405840802153916
  • Robin, B. R. and Pierson, M. E. (2005). A multilevel approach to using digital storytelling in the classroom. Paper presented at the SITE 2005--Society for Information Technology ve Teacher Education International Conference, Phoenix, AZ, USA.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506.
  • Sancar-Tokmak, H. and Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, 41(4), 444-461.
  • Sancar-Tokmak, H., Surmeli, H. and 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.
  • Ursavaş, Ö., Şahin, S. and McILROY, D. (2014). Technology acceptance measure for teachers: T- TAM/Öğretmenler için teknoloji kabul ölçeği: Ö-TKÖ. Eğitimde Kuram ve Uygulama, 10(4), 885-917.
  • Venkatesh, V. and Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Journal of Information Technology, 39, 273-315.
  • Venkatesh, V. and Davis, F.D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46(2), 186-208.
  • Yang, Y.-T. C. and Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers ve Education, 59(2), 339-352.
  • Yuksekyalcin, G., Tanriseven, I. and Sancar-Tokmak, H. (2016). Mathematics and science teachers’ perceptions about using drama during the digital story creation process. Educational Media International, 53(3), 216-227.

DİJİTAL HİKAYE ANLATIMININ ÖĞRETMEN ADAYLARININ GÖZÜNDEN İNCELENMESİ

Yıl 2019, Cilt: 20 Sayı: 3, 1417 - 1446, 01.01.2019

Volkan Kukul Mehmet Kara

Öz

Kaynakça

  • Bellanca, J. and Brandt, R. (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. and Rumble, M. (2012). Defining 21st century skills. In P. Griffin, B. McGawve E. Care (Eds.), Assessment and teaching of twenty-first century skills (pp. 17–66). Dordrecht: Springer Science+Business Media BV. doi:10.1007/978-94-007-2324-5_2.
  • Chun-Ming Hung, Hwang, G.-J. and Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology ve Society, 15(4), 368-379.
  • Condy, J., Chigona, A., Gachago, D., Ivala, E. and Chigona, A. (2012). Pre-service students' perceptions and experiences of digital storytelling in diverse classrooms. Turkish Online Journal of Educational Technology-TOJET, 11(3), 278-285.
  • Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches (2nd Ed.). Sage.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • Garrison, D. R., Cleveland-Innes, M., Koole, M. and Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. The Internet and Higher Education, 9(1), 1-8.
  • Glaser, B. G.and Strauss, A. L. (1965). The constant comparative method of qualitative analysis. Social problems, 12(4), 436-445.
  • Griffin, P., McGaw, B. and Care, E. (2012). The changing role of education and schools. In P. Griffin, B. McGawve E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 1–16). Dordrecht: Springer Science+Business Media BV. doi:10.1007/978-94-0072324-5_2.
  • Islim, O. F., Ozudogru, G. and Sevim-Cirak, N. (2018). The use of digital storytelling in elementary Math teachers’ education. Educational Media International, 55(2), 107-122.
  • Karataş, S., Kukul, V. and Özcan, S. (2018). How powerful is digital storytelling for teaching?: perspective of pre-service teachers. In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 511-529): IGI Global.
  • Karoğlu, A. K. (2015). Öğretim sürecinde hikaye anlatmanın teknolojiyle değişen doğası: dijital hikaye anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106.
  • Kilic, C. and Sancar-Tokmak, H. (2017). Digital story-based problem solving applications: Preservice primary teachers' experiences and future integration plans. Australian Journal of Teacher Education (Online), 42(12), 21.
  • Kocaman-Karoglu, A. (2014). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Education and Information Technologies, 21(5), 1153-1168.
  • Lincoln, Y. S. and Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427.
  • Robin, B. R. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228. doi:https://doi.org/10.1080/00405840802153916
  • Robin, B. R. and Pierson, M. E. (2005). A multilevel approach to using digital storytelling in the classroom. Paper presented at the SITE 2005--Society for Information Technology ve Teacher Education International Conference, Phoenix, AZ, USA.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506.
  • Sancar-Tokmak, H. and Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, 41(4), 444-461.
  • Sancar-Tokmak, H., Surmeli, H. and 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.
  • Ursavaş, Ö., Şahin, S. and McILROY, D. (2014). Technology acceptance measure for teachers: T- TAM/Öğretmenler için teknoloji kabul ölçeği: Ö-TKÖ. Eğitimde Kuram ve Uygulama, 10(4), 885-917.
  • Venkatesh, V. and Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Journal of Information Technology, 39, 273-315.
  • Venkatesh, V. and Davis, F.D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46(2), 186-208.
  • Yang, Y.-T. C. and Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers ve Education, 59(2), 339-352.
  • Yuksekyalcin, G., Tanriseven, I. and Sancar-Tokmak, H. (2016). Mathematics and science teachers’ perceptions about using drama during the digital story creation process. Educational Media International, 53(3), 216-227.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Volkan Kukul Bu kişi benim

Mehmet Kara Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 3

Kaynak Göster

APA Kukul, V., & Kara, M. (2019). DİJİTAL HİKAYE ANLATIMININ ÖĞRETMEN ADAYLARININ GÖZÜNDEN İNCELENMESİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 20(3), 1417-1446.

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