Digital Storytelling in Secondary School Turkish Courses in Turkey

Nesime Ertan Özen,Erol Duran

doi:10.7575/aiac.ijels.v.7n.4p.169

Nesime Ertan Özen, Erol Duran

Open Access

https://doi.org/10.7575/aiac.ijels.v.7n.4p.169

Copy DOI

Abstract

This study aimed to evaluate the digital story-telling activities in Secondary School Turkish textbooks and curriculum. It also sought to determine the learners and teachers’ opinions about digital storytelling activities. The study was designed using the basic qualitative model. The research had two different study groups consisting of students and Turkish language teachers. The data were obtained through the 2018 Turkish curriculum, Turkish textbooks and interview forms. Content and descriptive analysis techniques were used. According to the results, a total of eight learning objectives were found in the 2018 Turkish Curriculum about story writing skills. However, there were no learning objectives related to digital storytelling. No text and activity related to the ability to create digital stories were encountered in the textbooks. Most of the teachers stated that the activities that would be done by creating digital stories would contribute to the language development of the students, and that the ability to create digital stories should be included in the Turkish curriculum. It was found that most of the students wanted to have digital story production activities in Turkish courses, and that they would be interested in preparing their stories with computers. They preferred creating a story by computers instead of writing a story in traditional ways.

Highlights

Writing is very valuable as it helps students understand how language parts come together (Banat, 2007)
When the importance of writing skills at every stage of the learning process, problems related to writing skills and the data related to the multimedia texts preferred by the today’s generation are evaluated as a whole, the necessity of new expansions related to writing skills is clearly seen
When the findings obtained from the 2018 Turkish curriculum were examined, it was found that there were attainments of story writing skills at all grade levels

Summary

Introduction

Writing is very valuable as it helps students understand how language parts come together (Banat, 2007). The author should manage complex processes such as planning, taking into account the needs and perspectives of readers, and creating content from interrelated events. Managing such a process is a challenge for most students. Considering the technological age and preferences of today’s generation as a requirement of the technological age, the curriculums designed for traditional teaching need to be updated using the digital tools available. When the importance of writing skills at every stage of the learning process, problems related to writing skills and the data related to the multimedia texts preferred by the today’s generation are evaluated as a whole, the necessity of new expansions related to writing skills is clearly seen

Objectives

Methods

Results

Discussion

Conclusion