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

Ulusoy, Mustafa

doi:10.29329/ijpe.2020.280.23

Cited by 3 publications

(3 citation statements)

References 40 publications

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“…The TPACK framework emphasizes the importance of teachers knowing how to employ technology to teach disciplinary knowledge (Koehler & Mishra, 2009). Research findings indicate digital storytelling can positively impact the TPACK of pre- (Asik, 2016;Ulusoy, 2020) and in-service teachers' (Clarke, 2017).…”

Section: Teacher Cognitionmentioning

confidence: 97%

“…Multiple authors have published studies on digital storytelling use in various educational disciplines in recent years (Davis, Sydnor, & Coggin, 2017;Özüdoğru & Çakır, 2020a, 2020bUlusoy, 2020), including second/foreign language (L2) teacher education (Dell Jones, 2018;Røkenes, 2016;Vitanova, 2016). Purposes of digital storytelling projects and digital storytelling research have included identity work (Gachago, Cronje, Ivala, Condy, & Chigona, 2014;Vitanova, 2016), sharing personal experiences (Ng & Nicholas, 2015;Radford & Aitken, 2014), exploration and discussion of sociocultural or sociopolitical issues Matias & Grosland, 2016;Van Galen, 2014), and development of teacher knowledge or competences (Çetin, 2021;Røkenes, 2016).…”

Section: Introductionmentioning

confidence: 99%

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SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

2023

TESOL Communications

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Multiple studies in the field of teacher education have demonstrated the potential of digital storytelling to facilitate acquisition of teacher knowledge, critical examination of sociocultural or sociopolitical issues, and exploration and expression of identity or personal experiences. Some studies have also focused on the digital storytelling experiences and perceptions of education majors, particularly those at the undergraduate or master's degree level. This qualitative case study is an exploration of the perceptions and experiences of Second Language Acquisition doctoral students who collaboratively created digital stories to promote the use of different types educational technology (ET) in second/foreign language education. Thematic analysis of data indicated participants enjoyed their experiences, acquired ET knowledge, and learned about digital storytelling as a teaching-learning tool. Primary challenges they faced were employing unfamiliar ET and coordinating efforts with group mates. Discoveries support the use of digital storytelling as a motivational means of developing teacher knowledge while serving as a model of its use as a teaching-learning tool. Recommendations include creating opportunities for education majors to engage in reflection on their experiences, ensuring they can employ necessary ET (e.g., video editing software), and creating conditions for productive group work.

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Section: Teacher Cognitionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

2023

TESOL Communications

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“…The blending of technologyenriched the accessibilities for students to gain a deep understanding of mathematic principles. Moreover, TPACK can also encourage literacy learning by observing a workshop for a preservice teacher using a digital storytelling approach to teach [17]. The increased engagement and motivation proved the necessity to educate teachers on how to take advantage of technological resources in class.…”

Section: Current Practices Of Tpackmentioning

confidence: 99%

Improving Literacy Learning in EFL Reading Course in a Technology-Integrated Class

Guo¹,

Li²

2022

Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022)

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With the flourishing development of technology in all forms and types, changes have been made in all areas of our life. Education, as one of the areas, was strongly influenced by technology, especially during the COVID-19 period. Assistive technology tools for teaching and learning that intend to improve efficiency and quality are adopted by learners and educators in many classrooms. However, when evaluating for the learning result of incorporating technology in the educational context, less proficiency was revealed in using technology to conduct instruction that promotes high-cognitive demand learning effectively. Therefore, we proposed an English as a Foreign Language (EFL) class design based on Technological Pedagogical Content Knowledge (TPACK) Theory to demonstrate a highly engaging class interaction between instructors and learners. We intend to deliver effective reading skills for EFL learners during the class. This design illustrates our class activity supported by educational theories and steps to achieve our teaching objectives.

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The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension

Ulusoy,

Ulusoy

2024

Educ Inf Technol

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

Cited by 3 publications

References 40 publications

SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

Improving Literacy Learning in EFL Reading Course in a Technology-Integrated Class

The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension

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