Digital Storytelling for 21st Century Learning: A Study on Pre-Service Teachers’ Perception

Abstract

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

Interactive Learning via Digital Storytelling in Teaching and Learning

“…The learners use their prior knowledge as they create the video, and hence their self-confidence increases with time. 3 Dalim et al (2019) In the study conducted among pre-service teachers, it was found that DS is a teaching approach that can nurture positive values such as collaborative learning, active learning engagement, critical thinking skills, and creativity among the learners. It was found that the learners engage more actively when DS was employed as it provides an environment for the learners to explore and learn.…”

“…The various research design employed by the researchers shows the diversity of DS. Although Okumus (2020), Dalim et al (2019), Jantakoon et al (2019), and Preradovic at al. (2016) used quantitative-Quasi-Experimental research design in their study, the number of participants in their studies varied from 15 to 150 participants.…”

“…(2016) used quantitative-Quasi-Experimental research design in their study, the number of participants in their studies varied from 15 to 150 participants. Two of the studies also employed a mixed-method approach to analyse the data (Dalim et al, 2019;Jantakoon et al, 2019). Banny et al (2017), Yamac & Ulusoy (2016) conducted action research whereby the study was conducted solely as qualitative research.…”

“…The first research question in this study established to foresee the effects of DS has on learning interactively. Dalim et al (2019); Preradovic et al (2016) found that through their respective study DS is an interactive tool as it engages the learners, and the learners can use ICT in a meaningful way. Likewise, in their study, Samat et al (2019) viewed that interactive, authentic learning experiences would provide the learners with an exciting and genuine.…”

Digital Storytelling: Developing 21st Century Skills in Science Education

“…The fact that the mean pre-service teacher score in the survey was above 3 revealed that according to the views of the pre-service teachers, DS developed the 21st-century skills. The advocates of DS argue that the DS leads to the acquisition of 18 out of 20 21st century skills (Dalim et al, 2019;Ekmekçi, 2016;Kocaman Karoğlu, 2015;Jakes, 2006;Niemi et al, 2014;Seçkin Kapucu & Yurtseven Avci, 2020).…”