Contribution of digital storytelling to creative thinking skills

Yıl 2021, Cilt: 10 Sayı: 4, 297 - 318, 31.10.2021

Nesime Ertan Özen , Erol Duran

https://doi.org/10.19128/turje.909865

Cited By: 2

Öz

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews. According to the findings, it was found that there are developments in fluency, originality, imagination, analytical thinking, different perspective, media elements and content dimensions. Similarly, it was found that there was an increase in the permanence test score average. The students stated that they found digital storytelling activities fun, they improved in different perspectives of critical thinking, multimedia elements made the stories attractive and the story elements were more easily noticed. It was stated that digital storytelling activities had a positive effect on Turkish lesson. During the process, student interactions in the classroom developed and they became more eager to participate in the digital storytelling process. These results show that digital storytelling contributes to creative thinking skills.

Anahtar Kelimeler

Creative thinking skill, Digital story, Programming skill, Story, Turkish language education

Dijital hikâye oluşturmanın yaratıcı düşünme becerisine katkısı

Öz

Araştırmanın amacı dijital hikâye oluşturmanın ortaokul 7. sınıf öğrencilerinin yaratıcı düşünme becerisine katkısını ortaya koymaktır. Bu çalışma karma yöntem olarak tasarlanmıştır. Çalışmanın verileri öğrencilerin blok kodlama yoluyla oluşturdukları dijital hikâyelerden, süreçte yapılan video kayıtlarından ve uygulama sonunda gerçekleştirilen öğrenci görüşmelerinden elde edilmiştir. Yapılan analiz sonucu elde edilen bulgulara göre akıcılık, özgünlük, hayal gücü, analitik düşünme, farklı bakış açısı, medya unsurları ve içerik boyutlarında hikâyelerden elde edilen ortalama puanlarda gelişme olduğu görülmüştür. Benzer şekilde kalıcılık testi puan ortalamasında artış olduğu belirlenmiştir. Yarı yapılandırılmış görüşmelerden elde edilen bulgulara göre öğrenciler genel anlamda dijital hikâye oluşturma etkinliklerini eğlenceli bulduklarını, yaratıcı düşünmenin farklı boyutlarında gelişme gösterdiklerini, çoklu ortam ögelerinin hikâyeyi güzelleştirdiğini, hikâye unsurlarının daha kolay fark edildiğini belirtmişlerdir. Dijital hikâye oluşturma etkinliklerinin Türkçe dersi üzerinde olumlu etkisinin olduğu belirtilmiştir. Süreç içerisinde sınıfta öğrencilerin etkileşimleri gelişmiş, dijital hikâye oluşturma sürecine katılma istekleri artmıştır. Elde edilen bu sonuçlar dijital hikâye anlatımının yaratıcı düşünme becerisine katkısı olduğunu göstermektedir.

Anahtar Kelimeler

Dijital hikâye, Hikâye, Programlama becerisi, Türkçe eğitimi, Yaratıcı düşünme becerisi

Kaynakça

• Abdel Hackl, E. M., & Helwa, H. S. (2014). Using digital storytelling and weblogs instruction to enhance EFL narrative writing and critical thinking skills among EFL majors at faculty of education. Educational Research, 5(1), 8-41.
• Aktaş, E., & Yurt, S. U. (2017). Effects of digital story on academic achievement, learning motivation and retention among university students. International Journal of Higher Education, 6(1), 180-196. http://dx.doi.org/10.5430/ijhe.v6n1p180
• Akyeampong, A. S. (2018). Promoting creativity and critical thinking through digital storytelling: Perceptions of undergraduate students. In B. Hokanson, G. Clinton, & K. Kaminski (Eds), Educational technology and narrative (pp. 271-282). Springer.
• Al Khateeb, A. A. (2019). Socially orientated digital storytelling among Saudi EFL learners. Interactive Technology and Smart Education, 16(2), 130-142. https://doi.org/10.1108/ITSE-11-2018-0098
• Aydın, E. (2019). The effect of digital storytelling on creative writing skills in teaching Turkish to foreigners. (Unpublished doctoral dissertation). İnönü University.
• Baki, Y. (2015). The effect of digital stories on the sixth grade students' writing process. (Unpublished doctoral dissertation). Atatürk University.
• Balanskat, A., & Engelhardt, K. (2015). Computing our future: Computer programming and coding - Priorities, school curricula and initiatives across Europe. European Schoolnet.
• Balcı, A. (2013). Sosyal bilimlerde araştırma [Research in social sciences]. Pegem.
• Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford, et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 647–654). VA: AACE.
• Baz, F. Ç. (2018). A comparative analysis of coding software for children. Current Research in Education, 4(1), 36-47.
• Burke, Q. (2012). The markings of a new pencil: Introducing programming-as writing in the middle school classroom. Journal of Media Literacy Education, 4(2), 121-135.
• Burke, Q., & Kafai, Y. B. (2010, June). Programming & storytelling: opportunities for learning about coding & composition. Proceedings of the 9th International Conference on Interaction Design and Children.
• Burke, Q., & Kafai, Y. B. (2012, February). The writers' workshop for youth programmers: digital storytelling with scratch in middle school classrooms. Proceedings of the 43rd ACM technical symposium on Computer Science Education.
• Büyüköztürk, Ş. (2014). Deneysel desenler ön test-son test kontrol grubu desen ve veri analizi [Experimental designs pretest-posttest control group design and data analysis]. Pegem.
• Chan, C. (2019). Using digital storytelling to facilitate critical thinking disposition in youth civic engagement: A randomized control trial. Children and Youth Services Review, 107, 1-10. https://doi.org/10.1016/j.childyouth.2019.104522
• Coutinho, C. (2010). Storytelling as a strategy for integrating technologies into the curriculum: empirical study with post-graduate teachers. https://core.ac.uk/download/pdf/55611234.pdf
• Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
• Creswell, J. W., Clark, P. V. L., Gutmann, M. L., & Hanson, W. E. (2003). An expanded typology for classifying mixed methods research into designs. In A. Tashakkori & C. Teddlie (Eds.) Handbook of mixed methods in social and behavioral research (pp. 209-240). Sage.
• Creswell, J. W., & Clark, P. V. L. (2007). Designing and conducting mixed methods research. Sage.
• Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library technology reports, 45(7), 15-19.
• Del Moral, M. E., Bellver Moreno, M. C., & Guzmán-Duque, A. P. (2019). Evaluating the creative potencial of digital storytelling APPs for Primary Education. Ocnos Revista de Estudios Sobre Lectura, 18(1), 7-20. https://doi.org/10.18239/ocnos_2019.18.1.1866
• Doğan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop (Unpublished doctoral dissertation). ProQuest Digital Dissertations (UMI 3272583).
• Dorner, R., Grimm, P., & Abawi, D. F. (2002). Synergies between interactive training simulations and digital storytelling: a component-based framework. Computers & Graphics, 26(1), 45-55. https://doi.org/10.1016/S0097-8493(01)00177-7
• Duran, E., & Ertan Özen, N. (2018). Digital literacy in Turkish lessons. Türkiye Eğitim Dergisi, 3(2), 31-46. 11..11111/ted.xx
• Erişti Bedir S. (2014). Digital storytelling and creativity through e-learning. In T. V. Yüzer & G. Kurubacak (Eds.), Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology (pp. 20-140). IGI Global.
• Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: a case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
• Fields, D. A., Kafai, Y. B., Strommer, A., Wolf, E., & Seiner, B. (2014, August). Interactive storytelling for promoting creative expression in media and coding in youth online collaboratives in Scratch. Proceedings of constructionism.
• Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. Mc Graw Hill.
• Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: competencies for analysis and applications. Pearson.
• Greene, J. C., & Caracelli, V. J. (1997). Advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms. Jossey-Bass.
• Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274. https://doi.org/10.3102%2F01623737011003255
• Hagge, J. (2017). Scratching beyond the surface of literacy: Programming for early adolescent gifted students. Gifted Child Today, 40(3), 154-162. https://doi.org/10.1177%2F1076217517707233
• Hartley, J., & McWilliam, K. (2009). Computational power meets human contact. In J. Hartley & K. McWilliam (Eds), Story circle: digital storytelling around the world (pp.3- 15). Blackwell.
• Hull, G., & Nelson, M., E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261. https://doi.org/10.1177%2F0741088304274170
• Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society,15(4), 368–379.
• Jakes, D. S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. http://www.jakesonline.org /dsttechforum.pdf.
• Jenkins, M., & Lonsdale, J. (2007). Evaluating the effectiveness of digital storytelling for student reflection. In ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore 2007 (pp. 440-444).
• Kafai, Y., & Burke, Q. (2014). Connected code: why children need to learn programming. The MIT Press.
• Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 93(3), 64-68. https://doi.org/10.2307/4128811
• Karakoyun, F. (2014). Examining the views of elementary school students and preservice teachers about digital storytelling activities in online environment (Unpublished doctoral dissertation). Anadolu University.
• Karakuş, M., Türkkan, B. T., & Namlı, N. A. (2020). Investigation of the effect of digital storytelling on cultural awareness and creative thinking. Eğitim ve Bilim, 45(203), 309-326. http://dx.doi.org/10.15390/EB.2020.8576
• Kırışoğlu, O. T. (2002). Sanatta eğitim: görmek, öğrenmek, yaratmak [Education in the arts: seeing, learning, creating]. Pegem.
• Kim, H., & Lee, J. H. (2018). The value of digital storytelling as an L2 narrative practice. The Asia-Pacific Education Researcher, 27(1), 1-9. https://doi.org/10.1007/s40299-017-0360-3
• LaFrance, J., & Blizzard, J. (2013). Student perceptions of digital story telling as a learning-tool for educational leaders. NCPEA International Journal of Educational Leadership Preparation, 8(2), 25-43.
• Lasica, J. D. (2006) Digital storytelling: A tutorial in 10 easy steps. http://www.techsoup.org/learningcenter/training/archives/page10096.cfm.
• Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes toward student centred learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28(3), 321–334. https://doi.org/10.1080/03075070309293
• Lim, P. R., & Noor, N. M. (2019). Digital storytelling as a creative teaching method in promoting secondary school students’ writing skills. International Journal of Interactive Mobile Technologies, 13(07), 117-128. https://doi.org/10.3991/ijim.v13i07.10798
• Liu, C. C., Liu, K. P., Chen, G. D., & Liu, B. J. (2010). Children’s collaborative storytelling with linear and nonlinear approaches. Procedia Social and Behavioral Sciences, 2(2), 4787–4792. https://doi.org/10.1016/j.sbspro.2010.03.771
• Microsoft (2010). Tell a story, become a lifelong learner. Microsoft, digital storytelling teaching guide. http://www.microsoft.com/education/en-us/teachers/guides/Pages/digital_ storytelling.aspx.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook. Sage.
• Miller, E. A. (2009). Digital storytelling (Unpublished doctoral dissertation). University of Northern Iowa.
• Moenig, J., & Harvey, B. (2012). BYOB Build your own blocks (a/k/a SNAP!). http://byob.berkeley.edu/.
• Moradi, H., & Chen, H. (2019). Digital storytelling in language education. Behavioral Sciences, 9(12), 147. https://doi.org/10.3390/bs9120147
• Motsamai, M. (2012). Encouraging creativity and innovation in Botswana through digital storytelling and usage of new media technology. (Master’s dissertation), Keio University.
• Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 5, 657-671. http://dx.doi.org/10.4236/ce.2014.59078
• Normann, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning (Master's dissertation), Norges Teknisk-Naturvitenskapelige Universitet.
• Ohler, J. (2008). Digital storytelling in the classroom: new media pathways to literacy, learning and creativity. Corwin Press.
• Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., ... & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67. https://doi.org/10.1145/1592761.1592779
• Robin, B. (2006). The educational uses of digital storytelling. Society for Information Technology & Teacher Education International Conference, (pp.709-716). Association for the Advancement of Computing in Education (AACE).
• Robin, B. (2008). The effective uses of digital storytelling as a teaching and learning tool. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 429- 440). Lawrence Erlbaum Associates.
• Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487–506. https://doi.org/10.1007/s11423-008-9091-8
• Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1, 1-21. https://doi.org/10.1186/s40561-014-0006-3
• Tatlı, Z., & Aksoy, D. A. (2017). Using digital storytelling in foreign language speaking education. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 45, 137-152. https://doi.org/10.15285/maruaebd.271060
• Toki, E. I., & Pange, J. (2014). Ict use in early childhood education: storytelling. Bridges / Tiltai, 66(1), 183-192. https://doi.org/10.15181/tbb.v66i1.786
• Thorne, E. (2014). Digital storytelling: a safe space for creative expression. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/18474/AAD_Thorne_FinalProject_2014?sequence=1&isAllowed=y.
• Ulum, E., & Ercan Yalman, F. (2020). 7th graders’ experiences in preparing digital stories on science issues. International Journal of Educational Spectrum, 2(1), 1-24.
• Vinayakumar, R., Soman, K. P., & Menon, P. (2018). Digital storytelling using scratch: engaging children towards digital storytelling. 9th International Conference on Computing, Communication and Networking Technologies (ICCCNT), (pp. 1-6). IEEE.
• Vinogradova, P., Linville, H. A., & Bickel, B. (2011). “Listen to my story and your will know me”: Digital stories as student-centered collaborative projects. TESOL Journal, 2(2), 173-202.
• Wang, S., & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76-87. https://doi.org/10.4018/jicte.2010040107
• Wu, W. C., & Yang, Y. T. (2008). The impact of digital storytelling and of thinking styles on elementary school students’ creative thinking, learning motivation, and academic achievement. Society for Information Technology & Teacher Education International Conference (pp. 975-981). Association for the Advancement of Computing in Education (AACE).
• Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: an activity focused on writing self efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181–191.
• Yamaç, A. (2015). The effect of digital storytelling in improving the writing skills of third grade school students (Unpublished doctoral dissertation). Gazi University.
• Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 1-23. https://doi.org/10.1080/09588221.2020.1750431
• Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A yearlong experimental study. Computers & education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
• Yavuz Konokman, G. (2015). The effects of composing digital story based on inquiry based learning on prospective teachers' resistance behaviours and learning approaches (Unpublished doctoral dissertation). Mersin University.
• Yüksel, P., Robin, B., & McNeil, S. (2011). Educational uses of digital storytelling all around the world. Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Association for the Advancement of Computing in Education (AACE).