Abstract
Purpose: The aim of this research is to reveal the experiences of pre-service teachers about the use of non-linear digital storytelling as a teaching method.Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. 11 pre-service teachers from the Department of Computer Education and Instructional Technology of a state university in the fall semester of the 2018-2019 academic year constitute the working group of the research. Pre-service teachers created non-linear digital stories in Designing and Using Material in Education Course for the seven weeks. Data collection tools are semi-structured interview forms developed by researchers and student reflections. The data were analyzed by content analysis method. Consensus among coders was calculated.Findings: When the research data were analyzed, two themes, four categories and twenty-five codes emerged. In addition, frequencies expressing the number of students containing each code were determined. There are two categories in positive sides theme: Contributions and purposes. Under negative sides theme, there are also two categories as challenging steps and problems.Highlights: The results of the research include the results of the pre-service teachers who stated that they learned new programs with this application, had difficulty in making videos, experienced technical problems but wanted to use in their professional life. Based on the results of the research, suggestions were made to practitioners and researchers.
Highlights
Technological advances have been affecting and innovating many areas, including education
This study aims to reveal experiences and opinions of pre-service teachers at the department of Computer Education and Instructional Technologies (CEIT) on using non-linear digital stories as teaching method
It is concluded that pre-service teachers have both positive and negative opinions about non-linear digital storytelling
Summary
Technological advances have been affecting and innovating many areas, including education. To offer a well-qualified education, trainers and researchers follow these advances and use them in educational environments. One of these innovations is digital storytelling. Digital storytelling is the presentation of a story written on a specific subject by enriching it electronically (Kobayashi, 2012) It is an educational method based on constructivism which develops content for clarifying a particular subject and increases learning motivation and participation (Letonsaari and Selin, 2018). In his study on language learning, Prosser (2014) uses non-linear digital stories with interactive narration structures. Letonsaari and Selin (2018) examine how non-linear script writing process is implemented in collaborative learning environments In his/her study on non-linear structures’ effect on cognitive load, he/she concludes that they do not lead to excessive cognitive load. Letonsaari and Selin (2018) examine how non-linear script writing process is implemented in collaborative learning environments
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