Digital Storytelling is one of the new pedagogical tools that call upon students’ creativity and helps them to “learn by doing”. It is one of the important steps towards creating the 21st-century learning environment as it promotes the integration of student-centred and technology-enriched learning environment for learners. Despite the many benefits that this learning tool has to offer, many educators are still reluctant to integrate this kind of technology in their classes which resulted in low implementation of this technology among the educators. Therefore, this study is intended to determine pre-service teachers’ experience and perceptions of digital storytelling for 21st-century skills in a learning environment. A set of questionnaire was distributed to 150 trainee teachers from the Faculty of Education in one of the public universities in Malaysia. The result of this study reveals that pre-service teachers’ have moderately experienced the use of digital storytelling in their learning (M=2.98; SD=1.332). The finding also showed that the pre-service teachers responded positively towards the use of digital storytelling in the classroom (M=3.94; SD=0.713). The correlation analysis further showed that the pre-service teachers’ experience with digital storytelling has significantly given the impact on their perception towards the implementation of this tool in the teaching and learning process. Considering the many advantages of the digital storytelling towards the enhancement of 21st-century skills among the younger generations, therefore more aggressive steps need to be done to strengthen the teaching preparation programme in higher educational institutions. This is very important to ensure that the future teachers produced are well-equipped with all the teaching skills and technologies to educate the next millennial generations.
KEYWORDS: 21st-century learning, Millennial, Digital storytelling, Pre-service teachers, Student-centered
Mathematics has traditionally been regarded as an important topic for the fundamental development of skills since it necessitates language and thinking. With these required skills, students with less mathematics experience rely largely on learning opportunities. Providing mathematics learning opportunities for children may encourage them to study. Students are more likely to participate in learning when teachers provide additional support. Previous research has concentrated on both effective teaching and learning as well as student challenges. Despite this, the current challenging circumstances have resulted in fewer options for students to explore. As a result, this research aims to determine how teachers and parents in a rural mathematics community in Malaysia create opportunities for students to participate in mathematics education. Teachers, parents, and students make up the community. A case study was used to obtain qualitative data via interview. This study included four teachers and two parents. Purposive sampling was used to select the samples, with participants agreeing to be involved. The findings revealed that the teachers and parents were equally concerned about their children's education and focused on mentoring them. To help their children, the parents relied on technology. This study provides input on strategies used to engage students in mathematics education.
Contribution/ Originality: This study is one of the very few studies which have investigated the conceptual understanding of preservice teachers in space science. The findings of the study reveal the needs to integrate more relevant and updated instructional strategies into the classroom to shed light on the misconceptions held by future teachers.
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