Digital Storytelling Technique Research Articles

The effect of digital storytelling technique on the attitudes of students toward teaching technologies

In this study, the effect of Digital Storytelling method on the attitudes of students toward teaching technologies is investigated. The study group was composed of 20 students at Mustafa Kemal University's Kırıkhan Vocational School for 2014-2015 spring term academic period. Seven study groups were designed by appointing two or three students for each, and the social norms themed digital stories were prepared as assignments. One grouped pre-test / post-test model based on semi experimental design was chosen for study, and the Education Technologies attitudes scale was performed before and after the study. Following the post-test implementation, interviews with students were also performed. The relational samples created between the pretest and post-test was analyzed via t test. The results indicate that the Digital Storytelling method has a positive effect on students' attitudes toward education technologies, although this result was not statistically significant. According to the interview results, it was also concluded the digital stories can be used as instructional materials, and it can also increase the level of knowledge and interest upon subject via using the education technologies.

The Effect of Digital Storytelling Technique on The Attitudes of Students toward Teaching Technologies

In this study, the effect of Digital Storytelling method on the attitudes of students toward teaching technologies is investigated. The study group was composed of 20 students at Mustafa Kemal University’s Kirikhan Vocational School for 2014-2015 spring term academic period. Seven study groups were designed by appointing two or three students for each, and the social norms themed digital stories were prepared as assignments. One grouped pre-test / post-test model based on semi experimental design was chosen for study, and the Education Technologies attitudes scale was performed before and after the study. Following the post-test implementation, interviews with students were also performed. The relational samples created between the pretest and post-test was analyzed via t test. The results indicate that the Digital Storytelling method has a positive effect on students’ attitudes toward education technologies, although this result was not statistically significant. According to the interview results, it was also concluded the digital stories can be used as instructional materials, and it can also increase the level of knowledge and interest upon subject via using the education technologies.

Social media for public relations: Lessons from four effective cases

This paper employs the collective case studies approach in an examination of four award-winning public relations campaigns conducted across a variety of social media platforms in order to determine the best practices of, and near term trends, in the effective use of social media for public relations. In their examination of these campaigns the authors discern the following trends in best practices: social media campaigns employ digital storytelling techniques that are both immersive and emotive, and that promote various forms of content sharing; these stories involve members of the target audience in at least one form of open-ended offline engagement that involves sharing behaviors; the content is optimized for mobile displays and controls; and, finally, the content is timely. The authors conclude that, although marketers think of social media in terms of brand awareness and reputation management, the effective use of social media in Public Relations campaigns can generate conversion, facilitate brand positioning, and maintain continued brand sustenance. The authors conclude that the effective use of social media is disrupting the PR campaign cycle: the role of campaign events to generate publicity in service to a PR campaign may, in the future, be displaced by social media campaign tactics which belong to an entirely different ecosystem where the act of sharing social media content generates publicity in lieu of a campaign event.

English

Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the effects of digital storytelling technique on the views of preschool pre-service teachers on the course of mathematics and the reactions of preschool students, who viewed the digital stories to the mathematics course. It was observed that pre-service teachers and preschool students considered the above-mentioned technique as interesting, funny but time-consuming. Key words: Digital storytelling technique, mathematics course, preschool students.

Digital Storytelling in EFL Classroom (Oral Presentation of the Story): A Pathway to Improve Oral Production

In the present study, the results of an investigation of the use of Digital Storytelling in an Iranian undergraduate EFL classroom was explored among sixty learners to see whether using computer-based tools affect the improvement of learners’ narrative skills. Participants were divided into two groups and took part in an activity organized by researchers. One group created their digital stories of the given stories selected from Perrine's literature course book to be presented in the classroom. Other group was asked to read the given stories and then present them. Both groups were tested for their oral production and competence. The results showed that by the use of Digital Storytelling techniques students develop better oral skills and this technique can be considered as an essential tool in foreign language learning and teaching.

Storytelling aplicado à formação

O Storytelling é um método educativo inovador que consegue atrair a atenção dos alunos/formandos e melhorar a sua aprendizagem ao longo do percurso educativo. Através da criação de um ambiente de aprendizagem favorável à comunicação, reflexão, construção e colaboração, este método aumenta a motivação dos alunos/formandos. E quando combinado com ferramentas multimédia, o Storytelling pode ser aplicado a todos os níveis de educação (formal, não formal e informal) e em contexto de trabalho (como em medicina – Heiney, 1995; Chelf et al., 2000; na gestão de recursos humanos e de conhecimento – Swap, 2001; Sole, 2002). O Storytelling Digital consiste na combinação de narrativa com conteúdo digital, criando uma história digital através de vídeos interativos, com efeitos de áudio e visuais, ou apresentações de diapositivos com narrativa e som. Alguns educadores acreditam que esta técnica educativa pode ser efetivamente aplicada a qualquer tema. A construção de uma narrativa e a sua comunicação requer que seja considerado não só o tópico como a perspetiva da audiência. O crescer com acesso ilimitado a tecnologia modificou a forma como os jovens, “nativos digitais”, comunicam, interagem, processam a informação e aprendem (Oblinger & Oblinger, 2005). Embora os professores/formadores possam ser capazes e acreditem nas potencialidades da tecnologia, isso não é suficiente para habilitá-los a aplicá-la eficazmente em contexto de ensino. De acordo com a Fundação Europeia de Internet, a chave para preparar os alunos/formandos para um mundo digital consiste em “redesenhar a educação em torno da participação e colaboração digital dentro e para além da instituição de ensino”; a fundação também prevê que em 2025 este será o paradigma de educação mundial dominante. A aprendizagem personalizada, em colaboração e informal estará no centro do ensino no futuro (Relatório da União Europeia, 2011: “The future of Learning: Preparing for Change”). O ritmo crescente de mudança fará emergir novas competências e habilidades, nomeadamente competências genéricas, transversais e específicas. Por outro lado, as instituições europeias de educação e formação – escolas, universidades, centros de formação profissional – terão de se reposicionar no novo contexto de aprendizagem, devendo experienciar novos formatos e estratégias de ensino e aprendizagem de forma a oferecerem no futuro conteúdos relevantes, eficazes e de elevada qualidade (Redecker, C. et al., 2011). Com a evolução das TIC, o ensino personalizado e o acompanhamento individual será uma realidade, havendo a necessidade de formar os educadores para que explorem os recursos e ferramentas disponíveis e criem experiências e percursos à medida, motivantes e atrativos, mas também eficientes, relevantes e desafiantes. O projeto T-STORY pretende promover um maior uso do Storytelling e do Storytelling Digital na educação e na formação a todos os níveis (formal, não formal e informal) e em toda a Europa, através do desenvolvimento de um curso digital para educadores, professores e formadores. Este projeto irá contribuir para o conhecimento e desenvolvimento de competências de professores/educadores/formadores através da técnica de storytelling digital –aprender storytelling através do storytelling. Os grupos-alvo terão a oportunidade de aprender e treinar como implementar a técnica e como envolver os seus alunos/formandos, valorizando o potencial digital.

Developing cultural responsiveness in environmental design students through digital storytelling and photovoice

As the Latino population in the United States grows, it will become increasingly important for undergraduate students in environmental design and related disciplines to become more culturally responsive and learn how to understand and address challenges faced by population groups, such as Latino youth. To this end, we involved environmental design undergraduate students at the University of Colorado in a service-learning class to mentor Latino youth in the creation of multimedia narratives using photovoice and digital storytelling techniques. The introduction of technology was used as a bridge between the two groups and to provide a platform for the Latino youth to reveal their community experiences. Based on focus group results, we describe the impact on the undergraduate students and provide recommendations for similar programs that can promote cultural responsiveness through the use of digital technology and prepare environmental design students to work successfully in increasingly diverse communities. Â

BLOGS BOTHER ME

This paper grew out of the authors’ interest in updating the journalism curriculum at AUT (Aukland University of Technology) to better reflect the impact of online media, including social media, on the work of journalists. The challenge for journalism educators is to remain relevant in rapidly changing news and education environments. Our study suggests that while the vast majority of students have some engagement with social media, particularly social networking, and are aware that it can be a powerful tool for journalists, they are still not entirely comfortable with its techniques and they are not experimenting with social media as a production platform as much as we first thought. In short, it appears that they do not have command of professional fluency with social media tools. In response to these findings we have begun to introduce some social media tools and processes directly into the units we teach, in particular: digital story-telling techniques; the use of Twitter and location-based applications; encouraging the ethical use of Facebook etc. for sourcing stories and talent for interviews; podcasting, soundslides and video for the Web, Dreamweaver, InDesign and PHP-based content management systems. We do not see the work to date as the end-point of the changes that we know are necessary, but we are acutely aware of the limitations (structural, institutional and financial) that suggest we should continue with this small-steps approach for the foreseeable future.

Communicating Culture in the 21st Century

This paper explores the potential of digital media technologies and new storytelling techniques in giving objects an emotional dimension and thus encouraging affective learning. The use of new immersive and participatory techniques is a means of contextualizing real objects, and perhaps a more effective way to reach diverse audiences and create more meaningful learning than the object labels and traditional video experiences still in vogue in many museums.

The Digital-Storytelling Technique and Effectiveness Reflected on Elementary School Students' English Comprehensibility

The Digital-Storytelling Technique and Effectiveness Reflected on Elementary School Students' English Comprehensibility