scholarly journals Exploring Rural Contexts with Digital Storytelling

2018 ◽  
Vol 33 (3) ◽  
Author(s):  
Donna G. Wake
Keyword(s):  
Identity Formation ◽  
Digital Storytelling ◽  
Writing Groups ◽  
School Students ◽  
Southeast United States ◽  
9Th Grade ◽  
Rural Town ◽  
Use Of Technology ◽  
Developmental Age ◽  
Digital Stories

This article describes rural middle school students’ exploration of their identity and their rural contexts through the vehicle of digital storytelling. Participants included 40 7th and 40 9th grade students at two rural schools in the Southeast United States. Students worked in shared writing groups to create digital stories expressing their views on teen life in a small, rural town. The resultant stories were analyzed using comparative grounded theory yielding some themes which may be posited as unique to a rural population while other themes were typical of the developmental age regardless of geographical context. Study findings indicate that the rural nature of the participants’ communities had a significant impact on their identity formation and understanding of community. This study supports students’ use of technology to promote exploration of identity within geographic and sociological settings.

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.

Effectiveness of Digital Storytelling on Cultural Awareness

2014 ◽  
Vol 6 (3) ◽  
pp. 1-12
Author(s):  
Suzan Duygu Bedir Eristi
Keyword(s):  
Elementary School ◽  
Cultural Values ◽  
Elementary School Students ◽  
Cultural Awareness ◽  
Digital Storytelling ◽  
Computer Game ◽  
School Students ◽  
Use Of Technology ◽  
Digital Filmmaking ◽  
Talented Students

Digital storytelling refers to a wide variety of concepts from interactive digital narratives to computer game narratives, from web-based dramas to digital filmmaking tools. The digital storytelling approach provides students with an environment in which they can actively use technology as participatory designers in the process of creating messages regarding their thoughts. This research aims to reveal the effectiveness of digital storytelling practice to increase the motivation in the instructional environment, to raise awareness through teaching elementary school students some cultural values and to affect effective use of technology in elementary schools. The participants of the study were chosen among the elementary school students in the city of Eskisehir. In the study, the criterion for determining the participants was taking the course of “Digital Storytelling” found in the Education Program for Talented Students (EPTS). At the end of the digital storytelling process, many of the students expressed that being active participant in the design process and using their own products were exciting and pleasing and encourage them to interest on cultural themes through awareness.

scholarly journals Digital storytelling as a tool for reflection in virtual reality projects

2021 ◽  
Vol 3 (1) ◽  
pp. 101-121
Author(s):  
Deoksoon Kim ◽  
Merijke Coenraad ◽  
Ho Ryong Park
Keyword(s):  
Middle School ◽  
Virtual Reality ◽  
Middle School Students ◽  
Digital Storytelling ◽  
Project Based Learning ◽  
Learning And Development ◽  
School Students ◽  
Digital Stories ◽  
Multiple Case

Reflection is essential for learning and development, especially among middle school students. In this paper, we describe how middle school students can engage in reflective learning by composing digital stories in a project-based learning environment employing virtual reality. Adopting multiple case study methods, we examined the digital stories of five students, together with classroom observations and interviews about their experiences, in order to explore how digital storytelling can allowed students to reflect upon their experiences in a year-end capstone program. Creating digital stories allowed students to 1) reflect on their learning experiences teaching younger students with virtual reality, 2) present their reflections in multiple modalities, and 3) make connections between their present experiences and the past and future. This study demonstrates how digital storytelling can enable multimodal reflection for middle school students, particularly within technology-focused project-based learning environments. Keywords: digital storytelling; project-based learning; reflection; middle school learners

scholarly journals “Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

2020 ◽  
Vol 2 (2) ◽  
pp. 144-169
Author(s):  
Deoksoon Kim ◽  
Fang Jia
Keyword(s):  
Mental Health ◽  
Subject Matter ◽  
Digital Literacy ◽  
Personal Development ◽  
Digital Storytelling ◽  
Immigrant Students ◽  
Short Form ◽  
School Students ◽  
Design Elements ◽  
Digital Stories

Digital storytelling is a short form of multimedia production that can foster digital literacy and facilitate subject matter learning. This study describes how middle school students learned about mental health by composing digital stories, showing how this also influenced their attitudes toward mental health in their own lives. Using a qualitative multiple-case method, we explored three immigrant students’ digital storytelling in a psychology class. We use a visual grammar derived from systemic functional linguistics to analyze their digital stories, examining representational, relational, configurational, and social functions. Our analysis shows how students chose design elements to reflect their learning about and reactions to mental illness. We analyze how students projected relationships with the audience and how these projected relationships both reflected and influenced their learning and personal development. We conclude that digital storytelling can be an excellent pedagogical tool that allows students to engage both in subject matter learning and self-reflection.  

scholarly journals POSTGRADUATE THESES WRITTEN ON DIGITAL STORYTELLING IN TURKEY: A CONTENT AND CITATION ANALYSIS

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Beytullah Karagöz
Keyword(s):  
Elementary Education ◽  
Citation Analysis ◽  
Digital Storytelling ◽  
Associate Professor ◽  
School Students ◽  
Digital Story ◽  
Digital Stories ◽  
Mixed Approach ◽  
Education In Turkey ◽  
K 12

<p>The aim of this research is to examine postgraduate theses carried out on digital story in the field of education in Turkey with content and citation analysis. Methodological evaluation and citation analysis techniques were used in the research. In the research, 68 postgraduate theses accessed on the National Thesis Centre of the Council of Higher Education, a search platform, were examined. The findings of the research reveal that the number of theses on digital stories has increased until 2020. Most of the theses were prepared at Gazi University. Postgraduate theses were mainly carried out under the guidance of advisors with the title Associate Professor. The theses on digital stories were mostly prepared in the field of Elementary Education. Mixed approach models were mostly preferred as a method in theses. The sampling of the theses mostly consisted of students at K-12 level. Scale, achievement test, and interview form were used as data collection tools. The data were analyzed mostly using the t-test and content analysis. Digital stories were most frequently prepared by using Photo Story 3 and Movie Maker programs. Digital storytelling applications were mostly used with elementary and secondary school students. “Digital story/ (storytelling) narration/design”, “academic achievement and “attitude” were the most frequently used keywords. The most cited type of source in the theses examined was articles. The most frequently cited source in the theses was the Computer &amp; Education. Among the references to the books, Joe Lambert’s Digital storytelling cookbook and traveling companion is at the top of the list. In addition, the most frequently cited researcher was Bernard R. Robin.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0855/a.php" alt="Hit counter" /></p>

scholarly journals Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills

2019 ◽  
Vol 13 (07) ◽  
pp. 117 ◽  
Author(s):  
Pei Rong Lim ◽  
Norah Md Noor
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Writing Skills ◽  
Teaching Writing ◽  
School Students ◽  
Writing Performance ◽  
Use Of Technology ◽  
Post Test

Abstract - With the current needs of shaping 21st-century classroom in schools, the use of technology has now become compulsory for teachers to incorporate in the classroom. The exposure to technology is highly necessary for the current generation to prepare them for the future ahead. Digital storytelling is one of the tools available in the market for learning. There is no much research yet found in Malaysia that investigates the usefulness of the digital storytelling in promoting secondary school students’ writing skills. Therefore, this research tries to implement one digital storytelling tool in teaching Writing for English Form 1 and tries to identify the elements of digital storytelling tool that might be able to promote students’ writing skills. This research involved fifteen Form 1 students. The data was collected through four (4) time series tests in a pre-experimental research study. The students’ performance in each treatment were marked according to the Rubrics to Assess Digital Stories and were analysed using Friedman Ranks Test. The finding shows that there is an improvement in students’ performance after four treatments of using the Digital Storytelling tools. For the elements of digital storytelling tool that affected after using the digital storytelling tool, the student respondents always applied six elements: ‘Overall Purpose of the Story’, ‘Dramatic Questions’, ‘Choice of Content’, ‘Pacing of the Narrative’, ‘Quality of the Images’ and ‘Good Grammar and Language Usage’. Furthermore, there is an improvement in student respondents’ post-test marks after four treatments of using Storybird. The study shows a relationship between elements of digital storytelling tool in the four treatments and students’ writing performance in post-test. All of the elements shows a significant relationship with students’ writing performance except for ‘Dramatic Questions’.

scholarly journals Quality Assessment for Digital Stories by Young Authors

2020 ◽  
Vol 5 (1) ◽  
pp. 174-183
Author(s):  
Joana K. Y. Tse ◽  
Stephanie W. Y. Chan ◽  
Samuel K. W. Chu
Keyword(s):  
Digital Storytelling ◽  
Digital Tools ◽  
Educational Resource ◽  
Assessment Framework ◽  
Review Of The Literature ◽  
Primary School Students ◽  
School Students ◽  
Digital Story ◽  
Story Writing ◽  
Digital Stories

AbstractDigital storytelling, an innovative way of writing, has been introduced to young learners who are taught to construct stories with digital tools to convey their knowledge and ideas. In 2018 and 2019, 31 digital stories created by Hong Kong primary school students were published on a digital story writing platform and linked from an online gamified reading platform. Each book on average gained 4,000+ views from across the globe and received 3,000+ favorable comments in total. While the digital stories are popular in these platforms, their quality and education value are uncertain. A review of the literature shows there is a lack of robust tools for assessing digital stories by young authors. The research team for this paper thus constructed their own framework in evaluating digital stories. An assessment of the stories has been done by two capable assessors, who found that the stories overall were of good quality and suggested room for improvement. This paper made three contributions: (1) “invention” of a digital story assessment framework; (2) it shows that stories created by students (with support from educators) can be an enjoyable and useful educational resource for their peers; and (3) digital storytelling can help foster the development of young authors.

scholarly journals Values Education Using the Digital Storytelling Method in Fourth Grade Primary School Students

2021 ◽  
Vol 9 (2) ◽  
pp. 66
Author(s):  
Başak Kasa Ayten ◽  
Canan Polater
Keyword(s):  
Primary School ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Descriptive Analysis ◽  
Fourth Grade ◽  
Values Education ◽  
Structured Interviews ◽  
Spring Semester ◽  
School Students ◽  
Use Of Technology

In today’s world where technology develops rapidly and young people keep up with this technology, students should both improve their digital literacy and make their learning permanent. Digital storytelling is also a method where the student is active in the learning environment and improves his technological literacy. The present study aims to investigate the use of digital storytelling method in values education in primary school fourth grade. The study was conducted with a case study design, one of the qualitative research methods. The participants of the study consist of 31 students studying in the fourth grade of a primary school in the northwest of Turkey in the spring semester of the 2018-2019 academic year. The data were collected through observations, semi-structured interviews with students and teachers, products produced in the digital storytelling process, and the diaries kept by the second author and students. The descriptive analysis method was used for the analysis of the data. The data obtained in the digital storytelling stages were analyzed using students’ products, video recordings, observations, and the diaries kept by students and the second author while the data obtained from the interviews were analyzed by showing themes, sub-themes, frequencies, and percentages in tables. As the results indicated, the students expressed that their use of technology and story writing skills developed during the digital story process and that they liked dubbing and the picture drawing processes but experienced difficulties due to not being equipped. In addition they underlined that the story presentations allowed them to reinforce and internalize their knowledge about the value of justice.

High School Students Understanding of the Risks of Online Game Addiction

10.32698/0772 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Eryzal Novrialdy ◽  
Herman Nirwana ◽  
Riska Ahmad
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Sampling Technique ◽  
Online Games ◽  
Average Score ◽  
Online Game ◽  
School Students ◽  
Game Addiction ◽  
Use Of Technology

Adolescents are currently in the midst of technological sophistication, which is very helpful for its development. On the other hand, many adolescents are trapped in the problem of technology addiction. Adolescents are the most age group who experience problems with the use of technology, including online games. Online game addiction is the loss of control over the use of online games, which makes other daily activities are disrupted. Online game addiction in adolescents have an impact on several aspects of life, such as health aspects, psychological aspects, academic aspects, social aspects, and financial aspects. Lack of understanding about the risks of online game addiction can get adolescent stuck in online game addiction. This research aims to describe high school students understanding about the risks of online game addiction. The sample consisted of 255 high school students selected by proportional random sampling technique. Data was collected using a scale measuring understanding of the risks of online game addiction. Data analysis used a quantitative approach with descriptive methods. The results showed that high school students understanding about the risks of online game addiction was included in the moderate category with an average score of 198,48 and an achievement score level of 55,14%. Therefore, school counselors must to improve high school students understanding of the risks of online game addiction.

The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

Sign in / Sign up

Export Citation Format

Share Document