Summary:
Within the article, “Elementary Prospective Teachers’ Experiences Regarding Digital Storytelling”, prospective teachers used digital stories for the elementary curriculum to identify teacher views and experiences regarding digital storytelling. In the findings, they found that prospective teachers had positive views about digital storytelling. “The participants stressed that digital storytelling makes students active in the lessons, attracts their relevancy, increases their motivation, and attracts their attention. In addition, prospective teachers stated that digital storytelling makes the lesson enjoyable and ensures that the lesson is fun, effective, and efficient” (Asian & Kazu, 2021). The teachers stated that they would use digital storytelling in mostly life studies and Turkish lessons, but could use it in every subject area. They found that using digital storytelling for life sciences helps to be more relatable and easily connects to everyday life. In the study, the challenges faced in digital storytelling were also outlined. Some problems included the cost of technology tools and programs, defective equipment, discipline in classroom management, keeping student attention, and teachers that struggle using technology. Some recommendations for digital storytelling to be effective and efficient were offered in addition to the challenges. Digital stories should be age-appropriate, short in length, associated with daily life, suitable for objectives, and appealing to the eye. In conclusion, the prospective teachers found digital storytelling has many benefits and can be used effectively and efficiently in lessons.
Reflection:
This article provided me with several examples of how digital storytelling can be successful in an elementary classroom. I agree that digital storytelling can be successfully used in any subject area as long as it relates to the curriculum being taught. In any lesson, the more you can relate to a student’s everyday life, the more it draws the attention of the student. I also think that digital storytelling could capture student attention and increase motivation as it is a way to provide visuals and can be interactive. I liked that the challenges were outlined as technology can be difficult to utilize and it is not always feasible to purchase programs and tools for classroom use. I especially appreciated that the article included recommendations for digital storytelling. The recommendations were all aspects that should be considered when teaching. Overall, I gained knowledge of digital storytelling and will be more successful when using digital stories with my own students.
Aslan, S., & Kazu, H. (2021). Elementary Prospective Teachers' Experiences Regarding Digital Storytelling. Malaysian Online Journal of Educational Sciences, 9(1), 37-50. Retrieved March 20, 2021, from https://files.eric.ed.gov/fulltext/EJ1283952.pdf
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