scholarly journals Turkish Teachers’ Views Regarding the Use of Digital Story Telling in Turkish Lessons

2021 ◽  
Vol 9 (2) ◽  
pp. 111
Author(s):  
Bahar Doğan Kahtali ◽  
Gülşah Gençer
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Structured Interview ◽  
Literacy Skills ◽  
Detailed Knowledge ◽  
Effective Learning ◽  
Purposeful Sampling ◽  
Basic Language

With some innovations brought by the age of technology and science, storytelling has also gained different dimensions. Digital storytelling has emerged with the addition of elements such as sound, video, image, effect and music to traditional storytelling and sharing these stories on digital media. In this study, it was aimed to determine the views of Turkish teachers about using digital storytelling in Turkish lessons. Case study, one of the qualitative research methods, was used in the study. The participants of the study consisted of 20 Turkish teachers who were determined through easily accessible situation sampling, one of purposeful sampling methods. The “Semi-Structured Interview Form” developed by the researchers was used to determine the teachers’ views on using digital storytelling in their lessons. Teachers’ views were analyzed through content analysis. As a result of the research, it was seen that most of the teachers did not have detailed knowledge about digital storytelling. It was determined that the digital literacy skills of teachers were not at the desired level. Teachers stated that they consider digital storytelling as a suitable teaching tool to be used in Turkish lessons, digital storytelling is an effective learning tool and that can support the development of the four basic language skills, especially listening and writing skills.

scholarly journals Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

2017 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Banny S. K. Chan ◽  
Daniel Churchill ◽  
Thomas K. F. Chiu
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Literacy Learning ◽  
Digital Transformation ◽  
Literacy Skills ◽  
Small Scale ◽  
Digital Competence ◽  
Classroom Activities ◽  
Purposive Sample

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy. 

scholarly journals Digital Platform's: Investigations in the Application of Music Practice Learning

2021 ◽  
Vol 2 (6) ◽  
pp. 882-889
Author(s):  
Dani Nur Saputra
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Case Study Approach ◽  
Digital Platforms ◽  
Music Practice ◽  
Study Approach ◽  
Music Ensemble ◽  
The Many ◽  
Learning Data

One of the competencies that must be possessed in the 21st century is digital literacy skills. This ability must be possessed by every student and lecturer in integrating digital platforms into learning, especially in the current pandemic era. This study aims to investigate the effectiveness of a digital platform in its application to practical courses. Researchers use google classroom as a sample of the many types of digital platforms. This type of research is descriptive qualitative using a case study approach. The object of this research were 26 active students who took music ensemble courses, while the variable being investigated was the use of google classroom in learning. Data collection was carried out by means of questionnaires, observations, and interviews. The results show that digital platforms can be used as an alternative solution to carry out online learning in the midst of a pandemic. However, it is not optimal for the music ensemble course because of several factors, including the location of the student's residence which is difficult to get a signal, material that students find difficult, the availability of their own musical instruments, and the student's ability to play music.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

2019 ◽  
Vol 17 (1) ◽  
pp. 78-99
Author(s):  
Hatice Sancar Tokmak ◽  
Ilker Yakin ◽  
Berrin Dogusoy
Keyword(s):  
Product Quality ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Flipped Classroom ◽  
Digital Storytelling ◽  
English Education ◽  
Structured Interview ◽  
Demographic Questionnaire ◽  
Literacy Course

The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process.

scholarly journals Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?

2016 ◽  
Vol 5 (1) ◽  
pp. 218
Author(s):  
Selcuk Besir Demir ◽  
Soner Dogan ◽  
Turgay Atasoy
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Sampling Methods ◽  
Structured Interview ◽  
Social Studies Teachers ◽  
Data Collection Tool ◽  
Purposeful Sampling ◽  
Study Results ◽  
Sample Method

<p>The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample method was used in the study. The sampling consisted of six social studies teachers in Sivas: three males and three females. In the research, semi-structured interview form was used as a data collection tool. As a result of the analysis conducted in the study, two main themes were identified: 1) findings regarding the seminar period and the activities conducted during that period, and 2) findings regarding the factor of efficiency of the seminar period. Based on the study results, seminar periods are found to be unfruitful for social studies teachers.</p>

scholarly journals Using Digital Media in Civics Education Learning Subject to Develop Santri's Digital Literacy at the Age of Technology Disruption

2019 ◽  
Vol 8 (5C) ◽  
pp. 818-823
Keyword(s):  
Data Collection ◽  
Digital Media ◽  
Digital Literacy ◽  
Community Education ◽  
Development Strategies ◽  
Literacy Skills ◽  
Research Subjects ◽  
Digital Competence ◽  
Civics Education ◽  
Data Collection Technique

This research aims to describe the development strategies of students' (Santri) digital literacy skills in modern Islamic boarding schools through Civics Education Learning Community Education. Civics Education is a school subject that has a strategic role in shaping the young citizens' digital competence. The development of digital literacy in Santri discussed in this research is divided into two aspects, among others are the technology literacy and information literacy. This research is designed with qualitative research methods. The data collection technique applied purposive sampling. The research subjects were both students and teachers of Civics Education subject in Modern Islamic Boarding School. The data collection technique carried out by applying interview techniques, observation and document analysis. The data analysis techniques cover the data reduction, data presentation, conclusion, and verification. Before conducting this research regarding the Santri's digital literacy development strategies, researchers first explored santri's digital literacy skills. The results of this research indicated that, there is a digital divide phenomenon among the santri(s)' attitudes and pesantren with regard to current policies using technological advancements. Then, the development of digital literacy skills is identifiable from the learning and evaluation process. The development of digital literacy skills through the learning process of Civics Education carried out through using digital media. It effectively helps santri develop their skills using technology, in addition to developing santri(s') in processing information through digital media. The Santri's learning skills in using digital media using the Civics Education reflects common effective strategies in developing their skills in realizing information, searching, and using information

scholarly journals Opinions of academicians on digital literacy: A phenomenology study

2020 ◽  
Vol 15 (3) ◽  
pp. 469-478 ◽  
Author(s):  
Ezgi Pelin Yildiz
Keyword(s):  
Digital Literacy ◽  
Structured Interview ◽  
Literacy Skills ◽  
Digital Tools ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Related Concept ◽  
Learning To Read ◽  
Content Analysis Method ◽  
New Generation

Social media has become an indispensable part of our lives in recent days, in which a new concept has emerged. This concept is Digital Literacy. We can define digital literacy as the ability to produce information using digital technologies. Digital literacy skills are among the most important skills that individuals should have in our age. Today, children are introduced to digital tools and started to use, before learning, to read and write. According to the researches, teachers and/or academics are not able to keep up with this digital progress of the new generation, but they fall behind. In this context, teachers and/or academics are expected to use digital tools effectively and have digital literacy skills in order to keep up with the digital transformation. The aim of this study is to apply the opinions of academicians about the concept of digital literacy which is rapidly entering our lives and to reveal the level of awareness about the related concept. Phenomenology design, one of the qualitative research methods, was used in the study. Phenomenology is a research design that is used to reveal cases that we are aware of but we do not have in-depth knowledge of it. For research purposes, the sample of the research consists of 10 academicians working as lecturers in various departments with a Vocational School of Technical Sciences of a university in Turkey. As a data collection tool, Semi-Structured Interview Form on Digital Literacy developed by Kozan (2018) was used with the permission of the researcher. In the context of the conceptualisation of the collected data, the thematic content analysis method was used. At the end of the study, it was revealed that all of the academicians who are working in the study group are familiar with the concept of digital literacy and they are ready to participate in the training to be given to them by relevant institutions and organisations.   Keywords: Digital literacy, Academics, 0pinion, Phenomenology Study.

Digital Storytelling and Digital Literacy

2017 ◽  
pp. 151-171 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Communication Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Technical Skills ◽  
Literacy Skills ◽  
Learning Performance ◽  
Modern Education ◽  
Information And Communication

This chapter reveals the overview of digital technologies; the overview of digital storytelling in education; and the overview of digital literacy in education. Digital storytelling and digital literacy are very important in modern education. Digital storytelling is used to improve student's learning through multimedia in the modern classrooms. Digital storytelling is the expressive medium that can explain even the most intricate topics in depth, integrating it with the rest of the curriculum. Digital literacy is the ability to use Information and Communication Technology (ICT) to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. Digital literacy leads to the great increases in information that can be conveniently accessed. The chapter argues that developing digital storytelling and digital literacy skills has the potential to improve both teaching and learning performance in modern education.

Navigating 21st Century Multimodal Textual Environments

2017 ◽  
pp. 1131-1151
Author(s):  
Muriel Wells ◽  
Damien Lyons
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Contextual Understanding ◽  
The World ◽  
Constant State ◽  
Technological World

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

Sign in / Sign up

Export Citation Format

Share Document