Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

Digital Storytelling and Its Tools for Language Teaching

2016 ◽  
Vol 6 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals IMPEDING FACTORS FACED BY THE ENGLISH TEACHERS IN IMPLEMENTING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK IN TEACHING AT SENIOR HIGH SCHOOLS IN BULELENG SUB-DISTRICT

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
N.W. Widyanti ◽  
M.H. Santosa ◽  
I.G.A.L.P. Utami
Keyword(s):  
High Schools ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Qualitative Research Design ◽  
Collection Data ◽  
Voice Recorder

This study was qualitative research design focused on investigating the impeding factors faced by the English teachers in implementing technological pedagogical content knowledge framework in teaching. This study was investigated the interview using voice recorder (handphone) and took 9 English teachers in order to investigate the impeding factors faced by the teachers in implementing technological pedagogical content knowledge framework. The result of the interview data processed by using four analysis from Miles and Huberman (1994), namely data collection, data reduction, data display and conclusion drawing/verification. The result showed that there were two impeding factors faced by the English teachers at senior high schools in Buleleng sub-district in implementing technological pedagogical content knowledge framework in teaching, they were facilities and students’ attitude. However, those could be solved by the teachers through does not using the facilities together in the same time and make the regulation for the students when implementing technology.

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHING ENGLISH TO YOUNG LEARNERS: THE DEGREE OF CONSISTENCY BETWEEN ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION

2020 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Putu Murtiana Dewi ◽  
I Gusti Ayu Lokita Purnamika Utami ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Teacher Perceptions ◽  
Content Knowledge ◽  
Teaching Strategy ◽  
English Teachers ◽  
Average Score ◽  
Teaching English ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Young Learners

The study aimed at analyzing English teacher perceptions and its implementation of Pedagogical Content Knowledge (PCK) of teaching English for young learners and the comparison between teachers perceptions’ and its implementation by English Primary School in Denpasar. This research used mixed method design with a qualitative dominant. The subjects of this research were three teachers from three different schools in Denpasar who taught English for young learners. Convenience sampling techniques was used in selecting subjects and schools. This research used 4 instruments to get the data, namely: the researcher (2) questionnaire of teachers’ perceptions of pedagogical content knowledge, observation sheet to record teachers’ PCK implementation and (4) interview guide. The result showed the average score of teachers’ perceptions was 3.85 which categorized as high with the interval 3.3335 ≤ M ≤ 4.0005. The average score teachers’ implementation was 8.85 which categorized as low with the interval 7.84 ≤ M ≤ 13.06. In addition, the study found discrepancy between teachers’ perceptions and its implementation. Since the perceptions was in a high category and the implementation was in a low category, this comparison falls in a no consistency category. Such discrepancy caused by the lack of teaching preparation, the uninteresting teaching strategy which included few to no media and the monotonous teaching sources. Teacher professional awareness to do Continuing Professional Development (CPD) for English teachers at primary education needs to be reinforced as an effort of quality assurance.

scholarly journals Transmedia Narratives of Social Intervention: Affecting Reflexiveness in the Communicative Phenomenon as a Key Competence in Education

2021 ◽  
Vol 5 ◽  
Author(s):  
Xiana Sotelo
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Positive Impact ◽  
Technological Pedagogical Content Knowledge ◽  
Social Intervention ◽  
Multimedia Technology ◽  
Cognitive Approach ◽  
Pedagogical Content

Highlighting the educational grounds of transmedia frameworks, this article acknowledges the positive impact of multimedia technology in cademic achievement and focuses on the examination of the reflexiveness in the communicative phenomenon as a key competence in education. In the search for a deeper understanding of the role that transmedia formats can play in both teaching and learning, the theoretical and conceptual ground for the analysis will follow the premises of the new field called TPCK (Technological Pedagogical Content Knowledge) and the well-known Seven Elements of Digital Storytelling. Moreover, a cognitive approach to narrative will be introduced to delineate the reflectiveness of the affection in linguistic and cognitive parameters.

scholarly journals Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education

2020 ◽  
Vol 32 (2) ◽  
pp. 59-66
Author(s):  
Rodrigo Tovar Viera ◽  
David Abrajan ◽  
Johana Muso
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Research Area ◽  
Learning Activities ◽  
Knowledge Domain ◽  
Pedagogical Content ◽  
New Research ◽  
Technology Pedagogy

Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.

scholarly journals ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION OF PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH TO YOUNG LEARNERS

PRASI ◽  
2020 ◽  
Vol 15 (02) ◽  
pp. 84
Author(s):  
Ni Made Sukreni Virgianti ◽  
I G A Lokita Purnamika Utami ◽  
Kadek Sintya Dewi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Primary Schools ◽  
Development Program ◽  
Sampling Technique ◽  
English Teachers ◽  
Teaching English ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Young Learners

This study aimed at investigating primary English teachers’ perceptions and implementation of Pedagogical Content Knowledge in teaching English to young learners, and the consistency between the teachers’ perceptions and implementation of PCK in teaching English to young learners. This study involved three English teachers from three different primary schools in Buleleng regency which were selected by using Convenience sampling technique.  The research design was embedded QUAL-quan mixed method. The instruments used to collect the data were questionnaire, observation sheet, and interview guide. The data were analyzed by using descriptive qualitative. The study demonstrated that teachers had high perceptions of PCK. However, their PCK implementation was very low. Thus, there is no consistency between the perceptions and implementation of PCK. Moreover, based on the result of the interview, the teachers encountered some problems included difficulty in using English in speaking and writing, designing learning activities to facilitate students’ characteristics, choosing media that related to the material, and providing learning media due to lack of facility in the school. Therefore, schools administrators need to promote English teachers’ improvement of pedagogical content knowledge by proposing them to participate in the certain professional development program.

scholarly journals Reimagining a Writer’s Process Through Digital Storytelling

2013 ◽  
Vol 6 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Troy Hicks ◽  
Kristen Turner ◽  
Jodi Stratton
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Procedural Knowledge ◽  
Personal Narrative ◽  
Writing Process ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Pre Service Teacher

Building on Hillocks’ (1995) concepts of the declarative and procedural knowledge that writers need in order to craft effective writing, this article explores the writing process of one pre-service teacher as she moved from a personal narrative to an essay to a digital story. The authors argue that digital writers—in addition to needing declarative and procedural knowledge—must also understand knowledge of technology in order to more fully realize the potential of digital storytelling. Implications for teachers and teacher educators are discussed in relation to Mishra and Koehler’s (2008) "technological pedagogical content knowledge,” or TPACK.

Sign in / Sign up

Export Citation Format

Share Document