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

Abstract

The goal of the current study was to examine the opinions of preservice 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 semistructured 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.

Supporti̇ng the Wri̇ti̇ng Ski̇lls of Pri̇mary School Thi̇rd Grade Gi̇fted Students Wi̇th Acti̇vi̇ty-Based Di̇gi̇tal Storytelli̇ng: Acti̇on Research

“…From this point of view, it is demonstrated by both evaluation scores and interviews that students' writing skills have improved. This indicates that digital storytelling is an effective method that can be used to improve writing skills and other research in this field is also consistent with the findings of this research (Aktaş, 2019;Baki, 2015;Baki and Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir ve Kılıçkıran, 2018;Fitri, Husnawadi and Harianingsih, 2021;Foley, 2013;Gider, 2019;Girmen, Özkanal and Dayan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru and Çakır, 2020;Riani, Husnawadi and Syarifudin, 2021;Rong and Noor, 2019;Santiana et al, 2021;Saunders, 2014;Sudarmaji, Mulyana and Karsiyah, 2020;Tanrıkulu, 2020;Tarigan and Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç and Ulusoy, 2016;Yılmaz et al, 2017).…”

“…In addition, writing activities were integrated with technology and completed with digital storytelling activities. When the literature on the use of digital storytelling in the development of writing skills is examined it is seen that digital storytelling improves writing skills (Aktaş, 2019;Baki, 2015;Baki & Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir & Kılıçkıran, 2018;Fitri, Husnawadi & Harianingsih, 2021;Foley, 2013;Gider, 2019;Gunawan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru & Çakır, 2020;Rahimi & Yadollahi, 2017;Riani, Husnawadi & Syarifudin, 2021;Rong & Noor, 2019;Saunders, 2014;Sudarmaji, Mulyana & Karsiyah, 2020;Tanrıkulu, 2020;Tarigan & Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç & Ulusoy, 2016;Yılmaz et al, 2017). In order to develop the writing skills of gifted students, it is thought that there is a need for studies that prepare students to write according to their interests, abilities and levels and make them love writing and integrate it with technology.…”

Investigation of Pre-Service Teachers’ Opinions About Using Non-Linear Digital Storytelling Method

“…While the former one includes problems regarding creating video and non-linear script writing, the latter includes technical problems, the lack of multilanguage support for the software, and time consuming. There are some studies in literature demonstrating that pre-service teachers have some technical and time aspect difficulties in digital storytelling method (Kabaran et al, 2019;Özüdoğru and Çakır, 2020;Uslupehlivan et al, 2017). These technical problems might stem from weak infrastructures of computer laboratory.…”

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“…Other benefits include flexible pacing, increased concentration, imagination, extended reach, motivation, and cooperation (Robin, 2016). Some researchers also claimed that users' creation of a personal and academic identity, the development of skills such as digital searching and writing literacy, and its interdisciplinary and participatory nature, were advantages for engaging students in this innovative approach (Chiang, 2020;Özüdoğru & Çakir, 2020).…”