Araştırma Makalesi
Yıl 2021,
Cilt: 10 Sayı: 2, 445 - 454, 05.06.2021
Öz
Bu çalışma, bilişim teknolojileri öğretmenlerinin eğitimde dijital öyküleme kullanımına ilişkin görüşlerini ortaya çıkarmayı amaçlamaktadır. Çalışma nitel yöntemlerle durum çalışmasıyla gerçekleştirilmiştir. Çalışma grubu, 2018-2019 eğitim-öğretim yılı bahar dönemi sonunda devlet okullarında görev yapan ve hizmet içi eğitime katılan 38 öğretmenden oluşmaktadır. Veri toplama araçları, demografik bilgi formu ve araştırmacı tarafından oluşturulan görüşme formudur. İlk olarak öğretmenlere hizmet içi eğitim kapsamında dijital öyküleme eğitimi verilmiştir. Bu eğitim kapsamında dijital öykü anlatımının tanımı, tarihçesi, bileşenleri, türleri, aşamaları, eğitim ortamlarında kullanımının önemi, dijital öykü anlatımı için kullanılabilecek yazılımların tanıtımı yapılmış ve örnek dijital öyküler gösterilmiştir. Daha sonra veri toplama aracı uygulanmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırmanın sonunda öğretmenler, dijital öykü anlatımının konuyu daha kolay öğretme fırsatı sağladığı, öğrencilere eğlenerek öğrenme fırsatı sunabileceği, sosyal konularda farkındalık yaratmak için kullanılabileceği ve engelleyici faktör olarak ise teknolojik altyapı eksikliği ile karşılaşılabileceği gibi görüşler belirtmişlerdir.
Anahtar Kelimeler
Kaynakça
- Avci, U., Kula, A., & Haslaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21.
- Baki, Y., & Feyzioğlu, N. (2017). The effects of digital stories on the writing skills of 6th grade students. International Online Journal of Educational Sciences, 9(3),686-704.
- Creswell, J. W. (2013). Qualitative inquiry & Research desing: Choosing among five approaches. SAGE.
- Dağ, F. (2016). Yaşam boyu öğrenme bağlamında Türkiye’de öğretmenlerin teknolojik yeterliliklerinin geliştirilmesine yönelik mesleki gelişim çalışmalarının incelenmesi [Examination of the professional development studies for the development of technological competence of teachers in Turkey in the context of lifelong learning]. Journal of Human Sciences, 13(1), 90-111.
- 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., & Robin, B. (2009). Educational uses of digital storytelling: Creating digital storytelling contests for K-12 students and teachers. In Society for Information Technology & Teacher Education International Conference (pp. 633-638). Association for the Advancement of Computing in Education (AACE).
- Dursun, F., & Saracaloğlu, A. S. (2016). Bilişim teknolojileri öğretmenlerinin kendi yeterlikleri ve uygulamadaki sorunlar hakkındaki görüşlerinin değerlendirilmesi [Assessment of information technologies teachers’ opinions regarding their self-competence and problems in application]. The Journal of International Lingual Social and Educational Sciences, 2(2), 40-58.
- Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
- Göçen, A., Eral S.H., & Bücük, M.H. (2020). Teacher perceptions of a 21st century classroom. International Journal of Contemporary Educational Research, 7(1), 85-98.
- Gömleksiz, M. N., & Pullu, E. K. (2017). Toondoo ile dijital hikâyeler oluşturmanin öğrenci başarisina ve tutumlarina etkisi. Electronic Turkish Studies, 12(32), 95-110.
- Kabaran, G. G., Karalar, H., Aslan Altan, B., & Altıntaş, S. (2019). Sınıf öğretmeni ve sınıf öğretmeni adayları dijital öykü atölyesinde [In-service and preservice classroom teachers in digital story workshop]. Cumhuriyet Uluslararası Eğitim Dergisi, 8(1), 235-257.
- Karabatak, S. & Şengür, D. (2019). Okul yöneticilerinin eğitiminde dijital olumlu öyküleme yönteminin kullanımına yönelik bir model önerisi [A model suggestion on the use of digital positive storytelling method in the training of school administrators]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46, 18-38.
- Kocaman-Karoglu, A. (2016). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Educ Inf Technol, 21(5), 1153–1168.
- Kocaman-Karoğlu, A. (2016). Okul öncesi eğitimde teknoloji entegrasyonu: Dijital hikâye anlatımı üzerine öğretmen görüşleri [Teachers’ Opinions about Digital Storytelling in Preschool Education]. Turkish Online Journal of Qualitative Inquiry, 7(1), 175-205.
- Lian, F. (2017). Analysis of the impact of new media era on traditional computer education. EURASIA Journal of Mathematics Science and Technology Education, 13(10), 6987-6993.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
- Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 657-671.
- Özüdoğru, G., & Çakır, 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.
- 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. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47(3), 220-228.
- 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.
- Stenhouse, V. L. & Schafer, N. J. (2019) Empowering teachers through digital storytelling: A multimedia capstone project. Journal of Digital Learning in Teacher Education, 35(1), 6-19.
- Yuksel Arslan, P., Yildirim, S. & Robin, B. R. (2016). A phenomenological study: Teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427-445.
- Yuksel, P., Robin, B. & McNeil, S. (2011). Educational uses of digital storytelling all around the world. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011-Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Nashville, Tennessee, USA: AACE.
Yıl 2021,
Cilt: 10 Sayı: 2, 445 - 454, 05.06.2021
Öz
This study aims to reveal information and communication technology teachers' opinions on the use of digital storytelling in education. The study was carried out with qualitative methods case study. The study group consists of 38 teachers participating in in-service training at the end of the spring semester of the 2018-2019 academic year and working in public schools. Data collection tools are demographic information form and semi-structured interview form created by the researcher. Firstly, teachers were trained on digital storytelling within the scope of in-service training. Within the scope of this training, the definition, history, components, types, stages of digital storytelling, the importance of its use in educational environments, the introduction of software that can be used for digital storytelling, and demonstration of sample digital stories have been made. Then, data collection tool was applied. The content analysis method was used in the analysis of the data. At the end of the study, teachers gave opinions such that digital storytelling provides the opportunity to teach the subject more easily, offers students the opportunity to learn by having fun, may be used to raise awareness on social issues, and the lack of technological infrastructure may be a preventive factor.
Anahtar Kelimeler
Kaynakça
- Avci, U., Kula, A., & Haslaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21.
- Baki, Y., & Feyzioğlu, N. (2017). The effects of digital stories on the writing skills of 6th grade students. International Online Journal of Educational Sciences, 9(3),686-704.
- Creswell, J. W. (2013). Qualitative inquiry & Research desing: Choosing among five approaches. SAGE.
- Dağ, F. (2016). Yaşam boyu öğrenme bağlamında Türkiye’de öğretmenlerin teknolojik yeterliliklerinin geliştirilmesine yönelik mesleki gelişim çalışmalarının incelenmesi [Examination of the professional development studies for the development of technological competence of teachers in Turkey in the context of lifelong learning]. Journal of Human Sciences, 13(1), 90-111.
- 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., & Robin, B. (2009). Educational uses of digital storytelling: Creating digital storytelling contests for K-12 students and teachers. In Society for Information Technology & Teacher Education International Conference (pp. 633-638). Association for the Advancement of Computing in Education (AACE).
- Dursun, F., & Saracaloğlu, A. S. (2016). Bilişim teknolojileri öğretmenlerinin kendi yeterlikleri ve uygulamadaki sorunlar hakkındaki görüşlerinin değerlendirilmesi [Assessment of information technologies teachers’ opinions regarding their self-competence and problems in application]. The Journal of International Lingual Social and Educational Sciences, 2(2), 40-58.
- Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
- Göçen, A., Eral S.H., & Bücük, M.H. (2020). Teacher perceptions of a 21st century classroom. International Journal of Contemporary Educational Research, 7(1), 85-98.
- Gömleksiz, M. N., & Pullu, E. K. (2017). Toondoo ile dijital hikâyeler oluşturmanin öğrenci başarisina ve tutumlarina etkisi. Electronic Turkish Studies, 12(32), 95-110.
- Kabaran, G. G., Karalar, H., Aslan Altan, B., & Altıntaş, S. (2019). Sınıf öğretmeni ve sınıf öğretmeni adayları dijital öykü atölyesinde [In-service and preservice classroom teachers in digital story workshop]. Cumhuriyet Uluslararası Eğitim Dergisi, 8(1), 235-257.
- Karabatak, S. & Şengür, D. (2019). Okul yöneticilerinin eğitiminde dijital olumlu öyküleme yönteminin kullanımına yönelik bir model önerisi [A model suggestion on the use of digital positive storytelling method in the training of school administrators]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46, 18-38.
- Kocaman-Karoglu, A. (2016). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Educ Inf Technol, 21(5), 1153–1168.
- Kocaman-Karoğlu, A. (2016). Okul öncesi eğitimde teknoloji entegrasyonu: Dijital hikâye anlatımı üzerine öğretmen görüşleri [Teachers’ Opinions about Digital Storytelling in Preschool Education]. Turkish Online Journal of Qualitative Inquiry, 7(1), 175-205.
- Lian, F. (2017). Analysis of the impact of new media era on traditional computer education. EURASIA Journal of Mathematics Science and Technology Education, 13(10), 6987-6993.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
- Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 657-671.
- Özüdoğru, G., & Çakır, 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.
- 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. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47(3), 220-228.
- 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.
- Stenhouse, V. L. & Schafer, N. J. (2019) Empowering teachers through digital storytelling: A multimedia capstone project. Journal of Digital Learning in Teacher Education, 35(1), 6-19.
- Yuksel Arslan, P., Yildirim, S. & Robin, B. R. (2016). A phenomenological study: Teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427-445.
- Yuksel, P., Robin, B. & McNeil, S. (2011). Educational uses of digital storytelling all around the world. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011-Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Nashville, Tennessee, USA: AACE.
Toplam 24 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 5 Haziran 2021 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 10 Sayı: 2 |
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