Learning Through Digital Stories for Safe School Environment

Abstract

This study aimed to evaluate the impact of digital stories in the learning-based themes of safe schools and to examine the perceptions of special educational needs in safe school environments. Training were carried out with informative videos created through the Distance Education and Information Technology Center (UZEBIM) for principals and teachers-in-charge, and the effectiveness of this process was evaluated through reflective opinion forms. In addition to this, an evaluation form was presented to the prospective special education teachers to obtain their opinions and evaluate the effectiveness of digital stories at safe schools. A total of 100 prospective teachers participated in the evaluation of the impact of digital stories on their learning about safe school environments. Digital stories regarding safe schools become an important source of information in creating a safe school environment more rapidly and efficiently. In line with the interviews, it was observed that the awareness of safe school environments was increased and the digital dimensions of safe school environments were internalized through digital stories. Due to the raising awareness in the COVID-19 process, it was revealed that the schools did not have sufficient safe school characteristics and all stakeholders should take preventive measures in coordination to establish a safe school environment.

A safe learning environment from the perspective of Laurea University of applied sciences safety, security and risk management students and staff

“…In recent years there have been many attempts to create a general understanding of what makes the school environment safe, especially in the psychological and educational field [e.g., 54 , [55] , [56] , [57] , [58] , [59] ]. Usually, researchers emphasise the importance of a positive school climate when they address safety issues in schools.…”

“…This can also be seen as a discrimination and safety issue in schools. Akdag et al found in their study that special school institutions do not have a sufficient level of school safety and the technological infrastructure is not satisfactory [ 55 ]. Savolainen and Airo have similar findings.…”

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

“…Parallel to this, there have been further studies on the use of technology in teaching Turkish as a foreign language as well as in global foreign language education. In this context, integration of technology with language learning-teaching (Birinci, 2020;Repetto et al, 2021;Van Lieshout and Cardoso, 2022), the use of web 2.0 tools, social media, blogs and extracurricular learning environments in language teaching (Bozavli, 2017;Taylan, 2018;Ustabulut and Keskin, 2020;Inal and Arslanbaş, 2021;Sarigül, 2021), digital stories (Akdag and Altinay, 2021;Çokyaman and Çelebi, 2021;Kazazoglu and Bilir, 2021), e-portfolios (Erice and Ertaş, 2011), virtual classrooms (Parmaxi, 2020), and robot teachers (Edwards and Cheok, 2018) have been addressed in the literature. Nevertheless, the results of these studies on the competencies of both teachers and students regarding the use of technology in the language learning-teaching process are contradictory.…”

Dongeng Si Amad Untuk Mempersiapkan Anak Kembali Ke Sekolah Pasca Pandemi

“…Video dipilih karena sesuai dengan cara belajar anak yang memerlukan visual dan audio karena anak belum bisa berpikir secara abstrak. Penelitian lainnya menunjukkan bahwa dongeng menjadi salah satu media yang baik dalam sebuah program intervensi untuk mempersiapkan anak kembali ke sekolah yang menggambarkan bahwa lingkungan sekolah telah aman (Akdag & Altinay, 2021;Kadiasti & Mukaromah, 2021). Dengan demikian, adanya video animasi ini dapat dijadikan sebagai media dongeng untuk meningkatkan pengetahuan anak tentang Covid 19 dan mempersiapkan anak untuk kembali ke sekolah sehingga anak dapat mengingat, dan mencontoh perilaku yang dapat membiasakan anak melakuan perilaku tersebut serta menjaga kesehatan, sehingga dimasa anak dapat mencegah dan menjaga diri dari Covid 19 selama belajar di sekolah.…”