The effect of digital story based values education on students' attitudes and value acquisiton

The unpredictibale rise in technology and the large place it occupies in our lifes, have made significant effects on the characteristics and needs of the 21st century students. These changes have also obliged educational systems to keep up with the new transformations. Although there are many things have done to accomplish this goal, the amount of the digital materials in education are still not enough for every learning area. And also the existing materials are not being used in true and systematic ways. Contrary to its great significance, one of the education areas, that could not find enough technology integration support, is values education activities. The technology integration into values education which includes many educational activites for the development and the happiness of humanity in person, family, environment, country and the world, is very important to close this large gap in daily and practical life. In this study, the effects of digital storytelling, which can be described as the contemporary form of the stories, on values education with some other variables was examined. The study was conducted during the spring term of 2014-2015 education year on 265 student participants. Both quantitative and qualitative data was collected from three groups in two socio-economically similar schools. In A Secondary School, that does not apply a values education program, one group pretest - posttest experimental design was used on 62 participants. And in B Secondary School, that applies a values education program, pretest - posttest control group experimental design was used on 203 participants. During one month, each week one of four selected values was shown to the students in experimental groups. At the end of the process the views of teachers and students were asked. As a result of the research, in B Secondary School which applies a values education program, no significant difference was found between the experimental and control group. But in A Secondary School, which does not apply a values education program, a significant difference was found between the pretest and posttest scores in favour of posttest scores. According to the analyze results, female students' contrubution to this significance was crucial. And both teachers and students commented very positively to the quantitative research questions.