Türkiye'de Farklı Öğretim Seviyelerinde Uygulanan Dijital Hikâye Anlatım Çalışmalarının Öğrenci Eğitsel Çıktılarına Etkisi: Bir Literatür Çalışması
Öz
Bu çalışma, Türkiye’de tüm eğitim seviyelerinde dijital hikâye anlatım (DHA) çalışmalarının kullanıldığı araştırmalarda öğrenci eğitsel çıktılarına ilişkin literatür taramasının bulgularını doküman incelemesi yöntemi ile sunmaya çalışmaktadır. Buradaki temel amaç, DHA yöntemini içeren araştırmalarda öğrencilerin öğrenme çıktıları üzerindeki etkilerini çeşitli açılardan araştırmaktır. Ayrıca, bu araştırmada; araştırma konu alanları, yayın yılı, yayın sayısı, araştırmaların uygulandığı eğitim seviyesi düzeyi gibi başka faktörler de vardır. Bu doğrultuda ERIC, Google Akademik, EBSCO ve YÖK Ulusal Tez Merkezi dijital veri tabanları kullanılarak, içeriğinde dijital hikâye veya dijital öykü kavramlarının geçtiği, eğitim-öğretim alanında eğitsel çıktılara doğrudan ya da dolaylı olarak değinen 1113 araştırmaya ulaşılmış ve ilk etapta 179 araştırma ve nihai olarak eğitsel çıktılara tesir eden 108 çalışmaya indirilerek konu üzerinde son sekiz yılda (2014-2022) yapılmış çalışmalar incelenmiştir. Sonuçlar, DHA yöntemi etkinliğinin avantajının olumlu yönde olduğunu ve eğitsel çıktılara fayda sağladığını göstermektedir. İnceleme ayrıca, DHA yönteminin eğitsel alanda kullanımı hakkında faydalı etkili bir rol sağladığını da ortaya çıkarmıştır. DHA’nın öğrenme ortamlarında uygulanmasının önündeki temel ve ortak bazı engellerin tasarım sürecinin planlı bir şekilde sunulması, öğrenciler için ilgili ortam ve imkanların genişletilmesi, bu konuda öğretmenlerin de eğitim alması, dijital hikâye yazılımlarının kullanıcı dostu olmasını ve öğrencilere buna yönelik uygulamalı dersler verilmesi gerekliliklerini de ayrıca ortaya koymaktadır.
Anahtar Kelimeler
Dijital hikâyecilik dijital öykü eğitsel çıktı eğitim ve öğretim alanyazın incelemesi
Kaynakça
- Alkan, C., ve Kurt, M. (2014). Özel öğretim yöntemleri: disiplinlerin öğretim teknolojisi. Ankara: Anı Yayıncılık
- Bahadır, H., Tüfekci, A., ve Çakır, H. (2021). Dijital hikâye anlatımının disiplinler arası öğretim bağlamında kullanım durumları. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 635-654. https://doi.org/10.21666/muefd.858098
- Bilici, S., ve Yılmaz, R. M. (2021). Eğitsel dijital öykü çalışmalarında araştırma eğilimleri: 2008-2019. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 50(2), 614-648.
- Bran, R. (2010). Message in a bottle: Telling stories in a digital world. Procedia Social and Behavioral Sciences, 2(2), 1790-1793.
- Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research, 13(1), 1-16.
- Chung, S.K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22.
- Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
- Crocker, C. (1996). Interdisciplinary education in a high school: Perspectives from teachers of a ninthgrade course. Dissertation, UM1:9708551.
- Dakich, E. (2008). Towards the social practice of digital pedagogies. G. Yelland, G. Neal, & E. Dakich (eds.), Rethinking education with ICT: New directions for effective practices (pp. 13-30). Sense Publishers, Rotterdam and Taipei.
- De Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital storytelling in research: A systematic review. The Qualitative Report, 22(10), 2548-2582.
- Demirbaş, İ. ve Şahin, A. (2020). A systemic analysis of research on digital storytelling in Turkey. International Journal of Progressive Education, 16(4), 45-65.
- Deutscher, D. G. (2013). Dilin aynasından: kelimeler dünyamızı nasıl renklendirir? (C. Yardımcı,Çev.). İstanbul:Metis Yayınları.
- Di Blas, N., Garzotto, F., Paolini, P., & Sabiescu, A. (2009, December). Digital storytelling as a whole-class learning activity: Lessons from a three-years project. In Joint International Conference on Interactive Digital Storytelling (pp. 14-25).
- Foley, L. M. (2013). Digital storytelling in primary-grade classrooms. Arizona State University.
- Gravestock, P., & Jenkins, M. (2009) Digital storytelling and its pedagogical impact, in Mayes, T., Morrison, D.,
- Mellar, H., Bullen, P. & Oliver, M. (eds.) Transforming Higher Education through Technology-enhanced Learning, ss.249-264.
- Hartley, J. & McWilliam, K. (Eds.) (2009) Story circle: digital storytelling around the world, Chichester: Wiley-Blackwell
- Jamissen, Grete & Hardy, Pip & Nordkvelle, Yngve & Pleasants, Heather. (2017). Digital storytelling in higher education: International Perspectives. 10.1007/978-3-319-51058-3.
- Kearney, M. & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video products. Australian Journal of Educational Technology, 22(2), 189-208.
- Kearney,M.(2011).A learning design for student-generated digital storytelling. Learning, Media and Technology,36 (2),169-188.
- Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th Ed). Routledge.
- Lantz, J. L., Myers, J., & Wilson, R. (2020). Digital storytelling and young children: Transforming learning through creative use of technology. In handbook of research on integrating digital technology with literacy pedagogies (pp. 212-231). IGI Global. doi:10.4018/978-1-7998-0246-4.ch010
- Liu, Y., Zhou, Y.T., Lu, H. & Sun, J. (2014). A preliminary study on the application of storytelling among hospice care interest group. International Journal of Nursing Sciences, 1(1),1-4.
- Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement, 51(1), 20-26.
- O'Brien, R. (2003). An Overview of the Methodological Approach of Action Resaerch. partnership for 21st century skills (2009). P21 framework definitions. https://files.eric.ed.gov/fulltext/ED519462.pdf sayfasından erişilmiştir.
- Robin, B. (2006). The educational uses of digital storytelling. In society for ınformation technology & teacher education ınternational conference (pp. 709-716). Association for the Advancement of Computing in Education (AACE).
- Robin, B.R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228.
- Saban, A. (2004). Öğrenme ve öğretme süreci- yeni teori ve yaklaşımlar. Ankara: Nobel
- Spelt, E.J.H., Biemans, H.J.A., Tobi, H. et al. Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review. Educ Psychol Rev 21, 365–378 (2009). https://doi.org/10.1007/s10648-009-9113-z
- Stephen Taylor (2018) To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence, Journal of Geography in Higher Education, 42:1, 126-142, DOI: 10.1080/03098265.2017.1379059
- StoryCenter (t.y.). How it all began. https://www.storycenter.org/history sayfasından erişilmiştir.
- Şimşek, B., Usluel, Y. K., Sarıca, H. Ç., & Tekeli, P. (2018). Türkiye’de eğitsel bağlamda dijital hikâye anlatımı konusuna eleştirel bir yaklaşım. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 158-186. doi: 10.17943/etku.332485
- Talan, Tarik. (2019). Dijital Öyküleme Yöntemi İle İlgili Yapılan Çalışmalara Sistematik Bir Bakış (A Systematic Overview of the Studies Conducted On the Digital Storytelling Method ). 7. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu. Antalya. Türkiye.
- Turgut, G. ve Kışla, T. (2015). Bilgisayar Destekli Hikâye Anlatımı Yöntemi: Alanyazın Araştırması. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121. Retrieved from https://dergipark.org.tr/tr/pub/tojqi/issue/21407/229429
- Wach, Elise. (2013). Learning about Qualitative Document Analysis. IDS Practice Papers.
- Williams, J., Roth, W.M., Swanson, D., Doig, B., Groves, S., Omuvwie, M., Borromeo F. & Rita, M.N. (2016). Interdisciplinary mathematics education: A State of the Art. 10.1007/978-3-319-42267-1_1.
- Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786. doi: 10.1016/j.compedu.2019.103786
The Effects of Digital Storytelling Practices Applied at Different Levels of Education in Turkey on Student Educational Outcomes: A Literature Review
Öz
This study attempts to present the findings of the literature review on the educational outcomes of students in studies using digital storytelling studies at all levels of education in Turkey by using the document review method. The main purpose is to investigate the impact digital storytelling on students' learning outcomes from various perspectives. In addition, there are some other factors such as research topics, publication years, total number of publications, and the level of education at which the studies were conducted. ERIC, Google Scholar, EBSCO and CoHE National Thesis Center digital databases were used for this research. 1113 studies containing the concept of digital story were analyzed for this research. Among 179 studies, 108 studies affecting educational outcomes were reached. These studies were selected between 2014-2022. As a result, 108 studies were examined within the scope of the literature review, and this selection of research and theses focused on the educational outcomes of the digital storytelling method. Looking at the outcomes, we can see that the advantage of the effectiveness of the digital storytelling method is positive and it is beneficial for educational outcomes.
The review also reveals that the digital storytelling method provides a useful and effective way of using digital storytelling in the educational field. Some basic and common barriers to the application of digital storytelling method in learning environments need to be identified as pre-design, design phase and post-design. In this way, the process can be analysed more accurately and in this direction, it can be determined at which stage of the process there are deficiencies.
Basically, the student, instructor and digital story design tool should be handled separately in the process and the points that need to be improved should be analysed. In the literature studies examined in this research, similar deficiencies regarding the digital story process stand out. At this point, it is observed that it would be beneficial to guide the students, identify their deficiencies and present the digital story stages to them in practice. In addition, it is thought that it is important to provide training to teachers about multimedia tools and digital story design tools. It can be said that it would be useful for Web 2.0 and digital story design tool designers to receive feedback from both students and teachers for the development of related systems. In addition, the fact that the related literature studies which are concentrated at a certain educational level and in certain subject areas reveals the need for more research in other educational levels and subject areas. It also revealed that feedback should be provided in a planned manner, the relevant design environment and technological opportunities for students should be expanded, teachers should be trained on this issue, the use of digital story software should be more user-friendly, and students should be given practical lessons on processing multimedia elements.
Anahtar Kelimeler
Digital storytelling digital story educational outcomes education literature review
Kaynakça
- Alkan, C., ve Kurt, M. (2014). Özel öğretim yöntemleri: disiplinlerin öğretim teknolojisi. Ankara: Anı Yayıncılık
- Bahadır, H., Tüfekci, A., ve Çakır, H. (2021). Dijital hikâye anlatımının disiplinler arası öğretim bağlamında kullanım durumları. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 635-654. https://doi.org/10.21666/muefd.858098
- Bilici, S., ve Yılmaz, R. M. (2021). Eğitsel dijital öykü çalışmalarında araştırma eğilimleri: 2008-2019. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 50(2), 614-648.
- Bran, R. (2010). Message in a bottle: Telling stories in a digital world. Procedia Social and Behavioral Sciences, 2(2), 1790-1793.
- Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research, 13(1), 1-16.
- Chung, S.K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22.
- Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
- Crocker, C. (1996). Interdisciplinary education in a high school: Perspectives from teachers of a ninthgrade course. Dissertation, UM1:9708551.
- Dakich, E. (2008). Towards the social practice of digital pedagogies. G. Yelland, G. Neal, & E. Dakich (eds.), Rethinking education with ICT: New directions for effective practices (pp. 13-30). Sense Publishers, Rotterdam and Taipei.
- De Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital storytelling in research: A systematic review. The Qualitative Report, 22(10), 2548-2582.
- Demirbaş, İ. ve Şahin, A. (2020). A systemic analysis of research on digital storytelling in Turkey. International Journal of Progressive Education, 16(4), 45-65.
- Deutscher, D. G. (2013). Dilin aynasından: kelimeler dünyamızı nasıl renklendirir? (C. Yardımcı,Çev.). İstanbul:Metis Yayınları.
- Di Blas, N., Garzotto, F., Paolini, P., & Sabiescu, A. (2009, December). Digital storytelling as a whole-class learning activity: Lessons from a three-years project. In Joint International Conference on Interactive Digital Storytelling (pp. 14-25).
- Foley, L. M. (2013). Digital storytelling in primary-grade classrooms. Arizona State University.
- Gravestock, P., & Jenkins, M. (2009) Digital storytelling and its pedagogical impact, in Mayes, T., Morrison, D.,
- Mellar, H., Bullen, P. & Oliver, M. (eds.) Transforming Higher Education through Technology-enhanced Learning, ss.249-264.
- Hartley, J. & McWilliam, K. (Eds.) (2009) Story circle: digital storytelling around the world, Chichester: Wiley-Blackwell
- Jamissen, Grete & Hardy, Pip & Nordkvelle, Yngve & Pleasants, Heather. (2017). Digital storytelling in higher education: International Perspectives. 10.1007/978-3-319-51058-3.
- Kearney, M. & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video products. Australian Journal of Educational Technology, 22(2), 189-208.
- Kearney,M.(2011).A learning design for student-generated digital storytelling. Learning, Media and Technology,36 (2),169-188.
- Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th Ed). Routledge.
- Lantz, J. L., Myers, J., & Wilson, R. (2020). Digital storytelling and young children: Transforming learning through creative use of technology. In handbook of research on integrating digital technology with literacy pedagogies (pp. 212-231). IGI Global. doi:10.4018/978-1-7998-0246-4.ch010
- Liu, Y., Zhou, Y.T., Lu, H. & Sun, J. (2014). A preliminary study on the application of storytelling among hospice care interest group. International Journal of Nursing Sciences, 1(1),1-4.
- Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement, 51(1), 20-26.
- O'Brien, R. (2003). An Overview of the Methodological Approach of Action Resaerch. partnership for 21st century skills (2009). P21 framework definitions. https://files.eric.ed.gov/fulltext/ED519462.pdf sayfasından erişilmiştir.
- Robin, B. (2006). The educational uses of digital storytelling. In society for ınformation technology & teacher education ınternational conference (pp. 709-716). Association for the Advancement of Computing in Education (AACE).
- Robin, B.R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228.
- Saban, A. (2004). Öğrenme ve öğretme süreci- yeni teori ve yaklaşımlar. Ankara: Nobel
- Spelt, E.J.H., Biemans, H.J.A., Tobi, H. et al. Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review. Educ Psychol Rev 21, 365–378 (2009). https://doi.org/10.1007/s10648-009-9113-z
- Stephen Taylor (2018) To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence, Journal of Geography in Higher Education, 42:1, 126-142, DOI: 10.1080/03098265.2017.1379059
- StoryCenter (t.y.). How it all began. https://www.storycenter.org/history sayfasından erişilmiştir.
- Şimşek, B., Usluel, Y. K., Sarıca, H. Ç., & Tekeli, P. (2018). Türkiye’de eğitsel bağlamda dijital hikâye anlatımı konusuna eleştirel bir yaklaşım. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 158-186. doi: 10.17943/etku.332485
- Talan, Tarik. (2019). Dijital Öyküleme Yöntemi İle İlgili Yapılan Çalışmalara Sistematik Bir Bakış (A Systematic Overview of the Studies Conducted On the Digital Storytelling Method ). 7. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu. Antalya. Türkiye.
- Turgut, G. ve Kışla, T. (2015). Bilgisayar Destekli Hikâye Anlatımı Yöntemi: Alanyazın Araştırması. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121. Retrieved from https://dergipark.org.tr/tr/pub/tojqi/issue/21407/229429
- Wach, Elise. (2013). Learning about Qualitative Document Analysis. IDS Practice Papers.
- Williams, J., Roth, W.M., Swanson, D., Doig, B., Groves, S., Omuvwie, M., Borromeo F. & Rita, M.N. (2016). Interdisciplinary mathematics education: A State of the Art. 10.1007/978-3-319-42267-1_1.
- Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786. doi: 10.1016/j.compedu.2019.103786
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Cilt 12, Sayı 2 |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 12 Sayı: 2 |
