The Investigation of Preservice Teachers' and Primary School Students' Views about Online Digital Storytelling

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dc.contributor.authorKarakoyun, Ferit
dc.contributor.authorKuzu, Abdullah
dc.date.accessioned2024-04-24T17:15:21Z
dc.date.available2024-04-24T17:15:21Z
dc.date.issued2016
dc.departmentDicle Üniversitesien_US
dc.description.abstractThis study was aimed at investigating the views held by preservice teachers from the department of Computer Education and Instructional Technology (CEIT) and those of 6th grade students about the process of online digital storytelling activities as it applies to the students' education. The study was designed as a case study. The data were collected through direct observations, semi-structured interviews and surveys. The participants of the study were eight senior preservice teachers from CEIT and 47 6th grade students from Eskisehir Cagdas Private Elementary School. The study followed two stages. In the first stage, the preservice teachers from CEIT were trained in online digital storytelling; and in the second stage, the preservice teachers performed online digital storytelling activities with 6th grade students. According to the findings obtained in the study, the preservice teachers thought that carrying out digital storytelling activities in an online environment engages students' attention, accelerates the digital storytelling process, increases communication between students and contributes to the development of students' digital stories. In addition, both the preservice teachers and the elementary school students agreed that digital storytelling developed the students' 21st century skills. On the other hand, the preservice teachers complained about the fact that digital storytelling activities lasted for a long period of time; that the students were reluctant to participate; and that the students copied their scenarios from the Internet; meanwhile, the students mostly complained about technical problems, about the lack of sufficient sources related to the their stories and about the extended time-taking aspect of the activity process.en_US
dc.identifier.doi10.13187/ejced.2016.15.51
dc.identifier.endpage64en_US
dc.identifier.issn2304-9650
dc.identifier.issn2305-6746
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85008162837
dc.identifier.scopusqualityQ2
dc.identifier.startpage51en_US
dc.identifier.urihttps://doi.org/10.13187/ejced.2016.15.51
dc.identifier.urihttps://hdl.handle.net/11468/18425
dc.identifier.volume15en_US
dc.identifier.wosWOS:000376570800005
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherAcad Publisher House Researcheren_US
dc.relation.ispartofEuropean Journal of Contemporary Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDigital Storytellingen_US
dc.subject21st Century Skillsen_US
dc.subjectTechnology Integrationen_US
dc.subjectWeb 2.0en_US
dc.subjectDistance Learningen_US
dc.titleThe Investigation of Preservice Teachers' and Primary School Students' Views about Online Digital Storytellingen_US
dc.titleThe Investigation of Preservice Teachers' and Primary School Students' Views about Online Digital Storytelling
dc.typeArticleen_US

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