scholarly journals Digital Storytelling: An Attractive Media to Teach Narrative Text in Speaking Class

2018 ◽  
Vol 1 (1) ◽  
pp. 26-39
Author(s):  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Personal Narratives ◽  
Video Production ◽  
Data Display ◽  
English Classes ◽  
Use Of Technology ◽  
The Media ◽  
Field Notes

In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after implementing the media in the teaching and learning process. The design of this research was a descriptive qualitative. The researcher used Field notes, students’ digital storytelling, and interview as instruments of collecting data. The researcher used data condensation, data display, and drawing conclusion to analyze the data. From Some findings of this study, the media can be considered as very attractive. They are eager to speak English during the process of video production. The media has significant role to decrease the students’ anxiety in speaking. It has empowered them to make the digital storytelling video either inside or outside the classroom. At last, the students’ ability is varied. The speaking criteria from O’Malley and Pierce’s scoring rubric is not reached by all students.

scholarly journals Digital Storytelling

2018 ◽  
Vol 1 (1) ◽  
pp. 27-39
Author(s):  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Personal Narratives ◽  
Video Production ◽  
Data Display ◽  
English Classes ◽  
Use Of Technology ◽  
The Media ◽  
Field Notes

In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after implementing the media in the teaching and learning process. The design of this research was a descriptive qualitative. The researcher used Field notes, students’ digital storytelling, and interview as instruments of collecting data. The researcher used data condensation, data display, and drawing conclusion to analyze the data. From Some findings of this study, the media can be considered as very attractive. They are eager to speak English during the process of video production. The media has significant role to decrease the students’ anxiety in speaking. It has empowered them to make the digital storytelling video either inside or outside the classroom. At last, the students’ ability is varied. The speaking criteria from O’Malley and Pierce’s scoring rubric is not reached by all students.

scholarly journals Optimizing Students’ Ability in Writing Recount Text Through Shared Writing Strategy using Social Media “Facebook” in The Eleventh Grade

2018 ◽  
Vol 9 (1) ◽  
pp. 743-746
Author(s):  
Nur Hamidah
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Data Display ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Writing Strategy ◽  
The Media ◽  
Field Notes ◽  
Almost All ◽  
Shared Writing

In the Era of technology, social media is the most popular one. There are a lot of social media but Facebook has more users than others. Almost all students have Facebook and interested in learning using technology in the class, especially writing recount text. So that, the teacher chose a strategy was combined with the use of technology in teaching and learning process. Shared writing strategy was chosen as the strategy which can combine with social media “Facebook”. Therefore, this strategy is aimed at describing the implementation of shared writing strategy using social media “Facebook”, the students’ working writing recount text, and the students’ response to the use of shared writing strategy using social media “Facebook”. The design of this study was a descriptive qualitative. Field notes, checklist, students’ shared writing strategy using social media “Facebook”, students’ task, and interview were used as instruments of collecting data. To analyze the data, the researcher used data condensation, data display, and drawing conclusion. Some findings obtained from this study indicated the media is very useful and helpful. The students were interested with shared writing strategy using social media “Facebook” have done. The finding showed that the ability of the students was varied. Not all students reached the writing criteria from O’Malley and Pierce’s scoring rubric.

scholarly journals Storytelling in early childhood education: Time to go digital

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Maila D. H. Rahiem
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Childhood Education ◽  
Use Of Technology ◽  
Learning Programs ◽  
The Government

AbstractDigital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author's narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and allows teachers to adopt innovative and improved teaching methods. Storytelling is a proven and popular pedagogy, while digital storytelling is relatively recent and still seldom used in the setting of early childhood education. Using a case study of a storytelling–art–science club in Jakarta, Indonesia, the researcher explored how and why digital storytelling is used in early childhood education. This club is one of the few organizations that use digital storytelling for teaching and learning programs in early childhood. Data were collected qualitatively using in-depth interviews with four teachers, document analysis, and twice-observations of storytelling activities in each session with 35 and 37 children. The collected data were analyzed using analytical memoing methods. The results indicate that teachers in this club used digital storytelling for several important reasons. They claimed that simple digital technology made storytelling more entertaining, captivating, engaging, communicative and theatrical. This study suggests that the ability of teachers to use digital technology should be enhanced; schools' information and communication technology (ICT) devices should be equipped; some funding should also be allocated by the government to modernize school equipment; while the curriculum should be tailored to meet technological developments, and provide opportunities for children to learn how to make good use of technology.

scholarly journals Describing Camtasia Video As Learning Media: An Analysis of Response in EFL Context

2020 ◽  
Vol 4 (2) ◽  
pp. 165
Author(s):  
NKAP Dewi ◽  
LDS Adnyani ◽  
LGE Wahyuni
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Second Grade ◽  
English Learning ◽  
Efl Context ◽  
English Class ◽  
Second Grade Students ◽  
Use Of Technology ◽  
The Media ◽  
Motivation And Learning

The use of technology-based learning media, including video in English class can trigger students’ motivation to learn English and improve the learning process. This interesting and innovative media is believed to promote students’ engagement along the process. This descriptive study aims to describe the response of students related to their engagement to the use of English Learning video developed by using Camtasia Studio in second-grade students of elementary school. The data were collected through observations, interview and teacher’s questionnaire rubric. The result reveals that using technology-based media in classroom is really appropriate to increase students’ motivation and learning activeness to get a better teaching and learning process. Students and teacher gave positive responses toward the media and it was categorized into ‘Excellent’ media in which it was interesting and fulfilled the needs of second-grade students. Further, it was suggested for the next research to conduct the study in different grade. 

Digital Storytelling

2017 ◽  
Vol 13 (1) ◽  
pp. 72-82 ◽  
Author(s):  
Taralynn Hartsell
Keyword(s):  
Teaching And Learning ◽  
Digital Storytelling ◽  
Use Of Technology ◽  
Digital Stories ◽  
The Creation

Digital storytelling has many implications in teaching and learning. As a way to communicate ideas, experiences, beliefs, and topics to an audience through the use of technology and multimedia, digital stories help storytellers acquire many different skills and literacies. The most important aspect is that the storyteller learns to create stories using their personal voice and interpretation to be shared with a larger community. Self-expression is encouraged and confidence can be developed through the creation of digital stories. This paper examines digital storytelling from an instructional and learning perspective. Areas such as the implications of digital storytelling in education, the process of planning and developing stories, and a discussion of various tools to create digital stories are included. Digital storytelling can provide storytellers with an avenue for conveying ideas and information that are personal in nature or more informational.

scholarly journals Pemanfaatan Teknologi untuk Pembelajaran Jarak Jauh di Masa Pandemi Covid-19

2020 ◽  
Vol 2 (2) ◽  
pp. 37-42
Author(s):  
Albert Riyandi ◽  
Rizki Aulianita ◽  
Agus Wiyatno ◽  
Vito Triantori ◽  
Numan Musyaffa
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Alternative Solution ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Long Distance ◽  
Use Of Technology ◽  
The Media ◽  
Support Students

The use of technology as a learning medium during the Covid-19 pandemic is an alternative solution to be able to continue to carry out long-distance learning activities. Existing technologies such as Google Meet, Google Classroom and Google Drive strongly support students and teachers and other academics in teaching and learning activities. The use of the facilities provided by Google can be useful for academics. Teaching and learning activities synchronously (synchronous) using video conferencing is an effective way. Not only that, asynchronous learning media using existing Google Classroom facilities such as discussion and chat features are one of the media to support distance learning to keep it running smoothly. The activity was carried out at Majlis Ta'lim Hidayatul Mubtadiin, which consisted of teenagers aged 12-17 years. Based on the questionnaires distributed during the activity, that as many as 96% were able to absorb the material with this distance learning media. So that learning can still be carried out effectively and conducively in the midst of the Covid-19 pandemic.

scholarly journals Impact of digital technologies on education

2020 ◽  
Author(s):  
A.V. YUr'ev
Keyword(s):  
Labor Market ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Technologies ◽  
Highly Qualified ◽  
Use Of Technology ◽  
Software And Hardware

Digital technologies have become an integral part of our everyday life. Today the application of digital technologies surrounds us at home, at work, in education, transport or leisure. Digital transformation is not only about the technological shift. New technologies, software and hardware solutions are emerging every day. The importance of digital technology in vocational education cannot be ignored. In fact, with the advent of computers in education, it has become easier for teachers to transfer knowledge and for students to acquire it. The use of technology has made the teaching and learning process even more enjoyable. But the negative aspects of the use of digital educational technologies in training highly qualified specialists on the labor market are also not excluded.

scholarly journals Teachers’ old-fashioned classroom practices: A pitfall on the use of digital technology in mathematics teachings

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Dwi Ratnasari ◽  
Kamirsyah Wahyu ◽  
Sofyan Mahfudy
Keyword(s):  
Novice Teachers ◽  
Digital Technology ◽  
Classroom Practices ◽  
Mathematics Classroom ◽  
Video Recording ◽  
Primary Sources ◽  
Video Recordings ◽  
Use Of Technology ◽  
Upper Secondary ◽  
Field Notes

[English]: The research aimed to analyze how novice teachers use digital technology and transform their practices from without-technology to with-technology mathematics teachings. Two upper secondary mathematics teachers were involved in this research. They were novice teachers in the use of digital technology in mathematics teachings. Classroom video recording and transcripts were the primary sources of data, meanwhile interview with the teachers and field notes are the supporting data. The teachings videos were categorized into some episodes, transcribed and analyzed following the phases of analyzing classroom video recordings and transcript by Cobb and Whitenack (1996). To capture the whole picture of the teachers’ practices, data analysis was referred to instrumental orchestration (Drijvers et al., 2010) and didactics tetrahedron unfolded (Hollebrands & Okumuş, 2018). In this research, we found that the observed teachers’ orchestrations are mostly non-technology orchestrations. The teachers have a different focus; one focuses only on mathematics and another focus on mathematics through the use of technology. The research concludes that old-fashioned classroom practices can be the pitfall for using digital technology in the mathematics classroom.  Keywords: GeoGebra, Mathematics task, Digital technology, Pitfall, Teachers’ practices [Bahasa]: Penelitian ini bertujuan menganalisis bagaimana guru pemula menggunakan teknologi digital dalam kelas dan perubahan praktik pembelajaran setelah menggunakan teknologi. Dua guru matematika SMA menjadi subjek dalam penelitian. Subjek merupakan guru pemula terkait penggunaan teknologi digital dalam pembelajaran matematika. Data utama penelitian diperoleh melalui rekaman video pembelajaran. Hasil wawancara dengan guru dan catatan lapangan digunakan sebagai data pendukung. Video pembelajaran dikelompokkan menjadi beberapa episode, dibuat transkrip dan dianalisis berdasarkan langkah-langkah analisis rekaman video dan transkrip pembelajaran oleh Cobb and Whitenack (1996). Untuk memperoleh gambaran menyeluruh praktik guru, analisis data merujuk pada kerangka orkestra instrumental (Drijvers et al, 2010) dan segiempat didaktik terbuka (Hollebrands & Okumuş, 2018). Penelitian ini menemukan bahwa sebagian besar orkestra guru dalam pembelajaran masih bercirikan pembelajaran tanpa teknologi. Dua guru dalam penelitian ini memiliki fokus yang berbeda dalam pembelajaran yaitu fokus hanya pada matematika dan fokus pada matematika melalui penggunaan teknologi. Hasil penelitian tersebut menunjukan bahwa praktik rutin guru tanpa teknologi bisa menjadi hambatan dalam pembelajaran berbasis teknologi.  Kata kunci: GeoGebra, Tugas matematika, Teknologi digital, Hambatan, Praktik Guru NB: PDF version of this article will be available in maximum two weeks after this publication

scholarly journals Uso de Blogs no Processo de Aprendizagem de Literatura no Ensino Médio

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Luana Teixeira Porto ◽  
Ana Paula Teixeira Porto
Keyword(s):  
High School ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Basic Education ◽  
Literary Texts ◽  
Student Interest ◽  
Good Readers ◽  
Use Of Technology ◽  
Teachers And Students ◽  
The Media

Resumo: No contexto educacional brasileiro, nota-se a necessidade de as aulas, tanto na Educação Básica quanto no ensino superior, incorporarem as tecnologias da informação e comunicação (TIC’s) bem como as mídias em geral na promoção da aprendizagem discente e na qualificação do processo de ensino, visando à melhoria dos resultados. Nesse contexto, este artigo aborda o uso de tecnologias no processo de ensino-aprendizagem de literatura no Ensino Médio com o objetivo de apontar que recursos tecnológicos como os blogs podem ser adotados no Ensino Médio para não apenas motivar os alunos a aprender e a analisar textos literários como também para ampliar o interesse discente pela aprendizagem da literatura, estreitando as relações que se estabelecem entre as aulas e as tecnologias disponíveis no espaço cibernético. Nessa reflexão, devido à sua potencialidade para interação e difusão de conhecimentos, o blog é apontado como uma ferramenta significativa para professores e alunos na abordagem da literatura enquanto instrumento propício para formação de bons leitores. Palavras-chave: Aprendizagem. Literatura. Tecnologia.  Blog. USING BLOGS IN THE LITERATURE LEARNING PROCESS IN HIGH SCHOOL Abstract: In the Brazilian educational context, there is a need for classes, both in basic education and higher education, incorporate the information and communication technologies (ICTs) and the media in general in promoting student learning and qualification process education, aiming at the qualification of the process and the improvement of results. Therefore, this article discusses the use of technology in teaching and learning of literature in high school in order to point out that technological resources such as blogs can be adopted in high school to not only motivate students to learn and analyze literary texts but also to expand student interest in learning literature, strengthening relationships established between classes and technologies available in cyberspace. In this reflection, due to their potential for interaction and dissemination of knowledge, the blog appears to be a significant tool for teachers and students approach literature as an instrument suitable for the formation of good readers. Keywords: Learning. Literature. Technology. Blog.

scholarly journals The use of technology for online classes during the global pandemic: Challenges encountered by the schoolteachers in Pakistan

2021 ◽  
Vol 5 (2) ◽  
pp. 177-199
Author(s):  
Nadia Rehman ◽  
Wenlan Zhang ◽  
Mussarat Iqbal
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Activity ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Use Of Technology ◽  
Global Pandemic ◽  
The Media

The lockdown after COVID-19 outbreak not only harmed the economy but also shut down all educational activity, resulting in a significant gap in learning and understanding among students worldwide. This mixed method study was conducted to know the media used by the teachers to teach online classes and challenges faced by the teachers' during online teaching in pandemic, which has hampered continued/online education due to interviews from the ten government teachers. Data was transcribed, coding was done, and five themes were analysed. The study showed that teachers mostly use WhatsApp and zoom meeting for online classes. Skype, Voov meeting and smart school is also use as a media for online teaching and learning purpose. Qualitative data revealed that teachers faced numerous problems during online classes, the biggest obstacle was the lack of electric power and low internet speed, along with that the parents and students’ non-serious behaviour also affects the online education system. along with that lack of proper online forum, adversely affect the students’ concepts, knowledge, and communication with their teachers while using the internet as a learning tool. Teachers are overburdened due to the large number of online classes being offered, affecting the quality of education.

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