Generally, oral storytelling is an ancient art of telling stories that has been passed down from generation to generation while digital storytelling incorporates technology which consists of various multimedia modes such as graphics, audio, texts, videos and animations. This paper analyses the differences between the two strategies by discussing their differences in four aspects: (1) the use of technology, (2) the role of storyteller, (3) the approach of process and product, and (4) the engagement of audience. The analysis aims to create awareness among academicians about these differences and highlight that digital storytelling is the combination of both the art of storytelling and digital story. Then, this paper provides a critical review of empirical studies on the potentials of using digital storytelling in teaching and learning for education. The results have shown that the use of digital storytelling is not only beneficial in developing the teachers' content, pedagogical and technological knowledge, but also in enhancing their students' learning as it increases their understanding of content and caters for their multiple intelligence. This study suggests the implementation of digital storytelling in teaching and learning in the classroom and future directions for research are suggested.
Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.
In the teaching of literature in secondary school, some teachers prefer the traditional method and this causes students to view literature as a boring subject. In this technological era, technology method such as digital stories have been a powerful tool in teaching and learning that engages both teachers and their students (Robin, 2008). This study investigates the use of digital stories in the teaching and learning of poems in an upper form classroom in Malaysia. In a mixed method study of eleven participants , multiple data were collected through pre-test and post-test, observations, and interviews. The results showed that using digital stories could increase students’ understanding, participation and interest in learning the poems as well as promote students’ ability in meaning making by involving them in fun and meaningful activities in the classroom. Students were also able to engage themselves in gathering information as well as giving personal response. The findings of the study encourage the teachers to integrate technology in the teaching and learning of literature component especially in the Malaysian secondary school context.
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