Investigation of Pre-Service Teachers’ Opinions About Using Non-Linear Digital Storytelling Method
Öz
Purpose: The aim of this research is to reveal the experiences of pre-service teachers about the use of non-linear digital storytelling as a teaching method.
Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. 11 pre-service teachers from the Department of Computer Education and Instructional Technology of a state university in the fall semester of the 2018-2019 academic year constitute the working group of the research. Pre-service teachers created non-linear digital stories in Designing and Using Material in Education Course for the seven weeks. Data collection tools are semi-structured interview forms developed by researchers and student reflections. The data were analyzed by content analysis method. Consensus among coders was calculated.
Findings: When the research data were analyzed, two themes, four categories and twenty-five codes emerged. In addition, frequencies expressing the number of students containing each code were determined. There are two categories in positive sides theme: Contributions and purposes. Under negative sides theme, there are also two categories as challenging steps and problems.
Highlights: The results of the research include the results of the pre-service teachers who stated that they learned new programs with this application, had difficulty in making videos, experienced technical problems but wanted to use in their professional life. Based on the results of the research, suggestions were made to practitioners and researchers.
Anahtar Kelimeler
Non-linear digital storytelling, Pre-service teacher, Teacher Training
Kaynakça
- Anılan, B., Berber, A. ve Anılan, H. (2018). The digital storytelling adventures of the teacher candidates. Turkish Online Journal of Qualitative Inquiry, 9(3), 262-287.
- Cao, Y., Klamma, R. ve Martini, A. (2008, Eylül). Collaborative storytelling in the web 2.0. Proceedings of the First International Workshop on Story-Telling and Educational Games, ECTEL (Vol. 8).
- Cennamo, K., Ross, J. ve Ertmer, P. (2010). Technology integration for meaningful classroom use. A standard-based approach. Belmont, CA: Wadsworth.
- Creswell, J. W. (2013). Qualitative inquiry & Research desing: Choosing among five approaches. United States of America: SAGE.
- Demirer, V. ve Baki, Y. (2018). Türkçe öğretmeni adaylarının dijital öyküleme sürecine ilişkin görüşleri ve algıları. Kuramsal Eğitimbilim Dergisi, 11(4), 718-747.
- Göbel, S., Salvatore, L. ve Konrad, R. (2008, Kasım). StoryTec: A digital storytelling platform for the authoring and experiencing of interactive and non-linear stories. International Conference on Automated Solutions for Cross Media Content and Multi-Channel Distribution, 103-110, IEEE.
- Kabaran, G. G., Karalar, H., Altan, B. A. ve Altıntaş, S. (2019). Sınıf öğretmeni ve sınıf öğretmeni adayları dijital öykü atölyesinde. Cumhuriyet Uluslararası Eğitim Dergisi, 8(1), 235-257.
- Kobayashi, M. (2012). A digital storytelling project in a multicultural education class for pre-service teachers. Journal of Education for Teaching, 38(2), 215-219.
- Letonsaari, M. ve Selin, J. (2018, Nisan). Social media integration with nonlinear educational storytelling application. 17th International Conference on Information Technology Based Higher Education and Training, 1-5, IEEE.
- Liu, C. C., Liu, K. P., Chen, G. D. ve Liu, B. J. (2010). Children's collaborative storytelling with linear and nonlinear approaches. Procedia-Social and Behavioral Sciences, 2(2), 4787-4792.