The effect of digital storytelling in improving the third graders' writing skills

Ahmet Yamaç; Mustafa Ulusoy

Vol. 9 No. 1 (2016) IEJEE

The effect of digital storytelling in improving the third graders' writing skills

Ahmet Yamaç
Mustafa Ulusoy

Published August 23, 2017 | Pages: 59-86 | Views: 1925

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Abstract

The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.

<p>The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.</p>

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Keywords

Writing instruction, digital storytelling, disadvantaged students, digital divide and new literacy

Affiliations

Ahmet Yamaç

Erciyes University, Turkey

Mustafa Ulusoy

Gazi University, Turkey

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How to Cite

Yamaç, A., & Ulusoy, M. (2017). The effect of digital storytelling in improving the third graders’ writing skills. International Electronic Journal of Elementary Education, 9(1), 59–86. Retrieved from https://iejee.com/index.php/IEJEE/article/view/145