Yıl 2020, Cilt 7 , Sayı 1, Sayfalar 242 - 256 2020-02-19

An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education

Gül ÖZÜDOĞRU [1] , Hasan ÇAKIR [2]

The goal of the current study was to examine the opinions of pre-service teachers about the use of digital storytelling in literacy education. This study was designed as a case study from qualitative research models. A total of 32 sophomore pre-service teachers studying at the Department of Literacy Education in the Faculty of Education in a state university during 2015-2016 academic year participated. The participants created digital stories based on the curriculum goals during the instructional technologies and material design course. The data was obtained from interviews with the students through the use of semi-structured interview forms, researcher’s field notes and students’ reflections. The obtained data were analyzed through content analysis. The results of this study indicate that digital storytelling is perceived as entertaining by pre-service teachers. Additionally, it was revealed that scenario and dubbing are of great importance in practicing digital storytelling. They also stated the importance of teaching with stories in their own profession. Another finding emerging from this study is that the participants had difficulty in using the software. Based on the findings, it can be noted that it would be beneficial to take the opinions of experts in selecting the software, optimize the technological infrastructure and refer to interdisciplinary studies. The study concludes with implications and recommendations for promoting digital storytelling.
Digital storytelling, pre-service teacher, technology integration, literacy education
  • Aktaş, E., & Uzuner Yurt, S. (2017). Effects of digital story on academic achievement, learning motivation and retention among university students. International Journal of Higher Education, 6(1), 180-196.
  • Bağcı, H. (2010). Levels of Turkish teacher candidates’ efficiency of written expression. Inonu University Journal of the Faculty of Education, 11(2), 45–68.
  • Balaman, F. (2016). The effect of digital storytelling technique on the attitudes of students toward teaching technologies. Pegem Journal of Education and Instruction, 6(2), 147-168.
  • Batar, M., & Aydın, İ. S. (2014). Evaluation of Turkish teacher candidates’ self efficacy beliefs of written expression. International Journal of Language Academy, 2(4), 579-598.
  • Çakır, R., & Yıldırım, S. (2009). What do computer teachers think about the factors affecting technology integration in schools? Elementary Education Online, 8(3), 952-964.
  • Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use. A standard-based approach. Belmont, CA: Wadsworth.
  • Ciğerci, F. M., & Gultekin, M. (2017). Use of digital stories to develop listening comprehension skills. Issues in Educational Research, 27(2), 252-268.
  • Çıralı Sarıca, H., & Koçak Usluel, Y. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309.
  • Çocuk, H. E., & Yanpar Yelken, T. (2018). The effect of the web-based digital story applications on the digital literacy levels of Turkish teacher candidates. Asian Journal of Education and Training, 4(2), 132-136.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
  • Creswell, J. W. (2013). Qualitative inquiry & Research design: Choosing among five approaches. United States of America: SAGE.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. United States of America: SAGE.
  • Del-Moral, M. E., Villalustre, L., & Neira, M. R. (2016). Digital storytelling: Activating communicative, narrative and digital competences in initial teacher training. Ocnos, 15, 22-41.
  • Del-Moral-Pérez, M. E., Villalustre-Martínez, L., & Neira-Piñeiro, M. D. R. (2019). Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren. Computer Assisted Language Learning, 32(4), 342-365.
  • Dogan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. (Unpublished Doctoral Dissertation). University of Houston, Houston.
  • Egbert, J., Huff, L., Mcneil, L., Preuss, C., & Sellen, J. (2009). Pedagogy, process, and classroom context: Integrating teacher voice and experience into research on technology-enhanced language learning. The Modern Language Journal, 93, 754-768.
  • Ekmekçi, E. (2016). Improving English as a foreign language (EFL) learners’ ICT literacy skills through digital storytelling. Participatory Educational Research (PER), Special Issue, 1-9.
  • Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education. Boston, MA: McGraw-Hill.
  • France, D., & Wakefield, K. (2011). How to produce a digital story. Journal of Geography in Higher Education, 35(4), 617-623.
  • Garrety, C. M. (2008). Digital storytelling: An emerging tool for student and teacher learning. (Unpublished Doctoral Dissertation). Iowa State University, Ames, Iowa.
  • Hewson, J., Danbrook, C., & Sieppert, J. (2015). Engaging post-secondary students and older adults in an intergenerational digital storytelling course. Contemporary Issues in Education Research, 8(3), 135-142.
  • Kajder, S., Bull, G., & Albaugh, S. (2005). Constructing digital stories. Learning & Leading with Technology, 32(5), 40-42.
  • Karakoyun, F., & Kuzu, A. (2016). The investigation of preservice teachers’ and primary school students’ views about online digital storytelling. European Journal of Contemporary Education, 15(1), 51-64.
  • Keşli Dollar, Y., & Tekiner Tolu, A. (2015). My first digital story: A case study with 5th grade Turkish English language learners. ELT Research Journal, 4(3), 172-185.
  • Lemon, N., & Garvis, S. (2016). Pre-service teacher self-efficacy in digital technology. Teachers and Teaching, 22(3), 387-408.
  • Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Ng, W., & Nicholas, H. (2015). iResilience of science pre-service teachers through digital storytelling. Australasian Journal of Educational Technology, 31(6), 736-751.
  • Robin, B. R. (2006). The educational uses of digital storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of society for information technology & Teacher education international conference (pp. 709-716). Chesapeake, VA: AACE.
  • Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29.
  • Robin, B. R., & Pierson, M. (2005). A Multilevel approach to using digital storytelling in the classroom. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of society for information technology & Teacher education international conference (pp. 708-716). Chesapeake, VA: AACE.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506.
  • Semingson, P., Hurlbut, A., Owens, D., & Robertson, M. (2016). Scaffolding digital writing and storytelling in online-only teacher education courses. In J. Keengwe & G. Onchwari (Eds.), Handbook of research on learner-centered pedagogy in teacher education and professional development (pp. 104-127). Hershey PA: Information Science References.
  • Sezginsoy Şeker, B. (2016). An evaluation of digital stories created for social studies teaching. Journal of Education and Practice, 7(29), 18-29.
  • Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(6), 1-21.
  • Suwardy, T., Pan, G., & Seow, P.-S. (2012). Using digital storytelling to engage student learning. Accounting Education: An International Journal, 22(2), 109-124.
  • Tatlı, Z., & Aksoy, D. A. (2017). Using digital storytelling in foreign language speaking education. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 45, 137-152.
  • Walters, L.M., Green, M.R., Goldsby, D., & Parker, D. (2018). Digital storytelling as a problem-solving strategy in mathematics teacher education: How making a math-eo engages and excites 21st century students. International Journal of Technology in Education and Science (IJTES), 2(1), 1-16.
  • Wan, G., Tanimoto, R., & Templeton, R. A. (2008). Creating constructivist learning environment for Japanese EFL Students: A digital story program. The Asian EFL Journal Quarterly, 10(2), 31-50.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181–191.
  • 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.
  • Yin, R. K. (2014). Case study research: Design and methods. Washington DC: Sage.
Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Research Articles

Orcid: 0000-0002-5128-1258
Yazar: Gül ÖZÜDOĞRU (Sorumlu Yazar)
Kurum: Kırşehir Ahi Evran Üniversitesi
Ülke: Turkey

Orcid: 0000-0002-4499-9712
Yazar: Hasan ÇAKIR
Kurum: Gazı University
Ülke: Turkey


Yayımlanma Tarihi : 19 Şubat 2020

APA ÖZÜDOĞRU, G , ÇAKIR, H . (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research , 7 (1) , 242-256 . DOI: 10.17275/per.