Abstract
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.
Highlights
With the participation of modern technology in education, storytelling has gained a different dimension, and stories have been enriched with various software, computer programs and mobile applications
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
They stated that the difference of digital storytelling from traditional storytelling is that it is prepared with multimedia tools and presented in digital environments: Digital storytelling is to produce the script of a story using different multimedia formats such as audio, picture, music and video. [P1] Digital storytelling consists of the combination of traditional storytelling and technology
Summary
With the participation of modern technology in education, storytelling has gained a different dimension, and stories have been enriched with various software, computer programs and mobile applications. “For this reason, the use of digital storytelling in education activates students, supports teacher-student interaction, and provides an educational opportunity addressing all senses It has a direct positive effect on students’ reading, writing, listening and speaking skills” IJELS 9(2):111118 tools in the process of learning, teaching and information transfer In this context, digital storytelling that enables both teacher and learner participation is an exemplary form of technology integration (Dockter et al, 2010). In the studies conducted formerly, it was emphasized that digital storytelling was effective in the acquisition and development of various 21st century competencies such as problem solving, creativity, critical thinking and literacy of information technologies, effective and proper use of basic language skills, as well as having an effective structure in providing permanent learning (Sarıtepeci, 2017; Robin, 2016; Kurudayıoğlu & Bal, 2014). No study was found in the literature regarding teachers’ views on digital storytelling
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