A Reflective Practice of Using Digital Storytelling During Teaching Practicum

Yee, Bee Choo; Abdullah, Tina; Nawi, Abdullah Mohd

doi:10.1007/978-3-319-59427-9_73

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…Besides, educators or instructors should provide coaching and support to improve the PSTs' crafts of storytelling as well as use digital storytelling as a tool for reflective practice in teacher education. Yee, Abdullah and Mohd Nawi (2017) suggested that reflective practice should be introduced as early as the PSTs enter the campus and it should be taught explicitly so that they could reflect in a deeper level instead of descriptively.…”

Section: Resultsmentioning

confidence: 99%

Digital Storytelling to Unlock Reflective Practice in the Classroom

Choo¹,

Abdullah²,

Nawi³

2018

ASS

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It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children’s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

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Section: Resultsmentioning

confidence: 99%

Digital Storytelling to Unlock Reflective Practice in the Classroom

Choo¹,

Abdullah²,

Nawi³

2018

ASS

Self Cite

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“…Ever since DS has gained considerable traction, it has been examined from various lenses, such as mental and emotional health (Lim et al, 2022;Wexler et al, 2013), and from the perspectives of educators (Kildan & Incikabi, 2015;Yee et al, 2018) and students alike (Chen & Liu, 2019). For instance, Wexler et al (2013) demonstrated that the DS process enabled youths to form more certain and positive identities, which are associated with positive youth health outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, Wexler et al (2013) demonstrated that the DS process enabled youths to form more certain and positive identities, which are associated with positive youth health outcomes. On the other hand, Yee et al (2018) studied the effects of DS on pre-service teachers who taught children literature. They observed that DS improved the pedagogical content knowledge, professional development, and teaching methods of the teachers (Yee et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, Yee et al (2018) studied the effects of DS on pre-service teachers who taught children literature. They observed that DS improved the pedagogical content knowledge, professional development, and teaching methods of the teachers (Yee et al, 2018). Furthermore, the educators became familiarized with DS and were more comfortable with the implementation of DS in their classrooms (Yee et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…They observed that DS improved the pedagogical content knowledge, professional development, and teaching methods of the teachers (Yee et al, 2018). Furthermore, the educators became familiarized with DS and were more comfortable with the implementation of DS in their classrooms (Yee et al, 2018). Similarly, Diaz (2016) identified that the use of DS to train foreign language teachers encourages them to implement DS in their lessons and, therefore, facilitate better knowledge transfer from educators to students (Diaz, 2016).…”

Section: Introductionmentioning

confidence: 99%

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A review of digital storytelling in language learning in children: methods, design and reliability

Ong¹,

Aryadoust²

2022

RPTEL

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Digital storytelling (DS) is an innovative approach to language learning and teaching. Generally, DS refers to the form of storytelling that utilizes digital technology for expression. Scholars have established the value of DS in both traditional and non-traditional (online) classrooms as a tool to teach and learn languages. However, the research methods and standards of such studies continue to be overlooked even though the robustness of these studies needs to be established for the implementation of DS into the language curriculum for children. Thus, the present research conducted a systematic investigation of research methods, design and reliability in DS studies on children’s language learning. We identified and extracted 50 documents from the Scopus database that satisfied the criteria of inclusion. In the initial evaluation, we coded every paper for (a) the research method applied, (b) research design and (c) reliability investigation of the instruments. We observed that most studies in the dataset used qualitative methods (n = 24, 48%) and most examined the effect of DS on children’s written abilities (n = 25, 50%). The abilities of children to speak (n = 15, 30%) and read a specific language (n = 10, 20%) were investigated to a lesser extent. Yet, none of these studies investigated listening skills. Notably, more than 92% of DS studies on children language learning provided no evidence of reliability investigation. While we coded for eight reliability statistics in the DS dataset, only two of the indexes were identified. Among these methods, Cronbach’s α was most often used to examine internal reliability, whereas correlation coefficient was applied to establish external reliability. Based on these findings, we offer some suggestions and guidelines for future DS research.

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Pre-Service Teachers as Creators and Students as Viewers of Children's Literature-Related Digital Stories: A Formative Experiment

Ulusoy¹

2020

IJPE

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A Reflective Practice of Using Digital Storytelling During Teaching Practicum

Cited by 3 publications

References 6 publications

Digital Storytelling to Unlock Reflective Practice in the Classroom

Digital Storytelling to Unlock Reflective Practice in the Classroom

A review of digital storytelling in language learning in children: methods, design and reliability

Pre-Service Teachers as Creators and Students as Viewers of Children's Literature-Related Digital Stories: A Formative Experiment

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