Examining the views of elementary school students and preservice teachers about digital storytelling activities in online environment

The purpose of this study was to examine the views of elementary school sixth-grade students and Computer Education and Instructional Technology (CEIT) preservice teachers about the application of online digital storytelling activities. The study was designed as a case study. The study group included eight senior preservice teachers from the Department of CEIT and 47 sixth-grade students from Eskisehir Private Çagdas Elementary School. The study was carried out in two phases. In the first phase of the study, the senior preservice teachers from the Department of CEIT were given training on digital storytelling activities in the Fall Term of the academic year of 2012-2013. In the second phase, the preservice teachers carried out the digital storytelling activities with sixth-grade students from Eskisehir Private Çagdas Elementary School in online environment within the scope of the course of teaching practicum in the Spring Term of the academic year of 2012-2013. The research data were collected via observations, semi-structured interviews, journals, student products and video records. In addition, a questionnaire was developed to determine the influence of the digital storytelling activities on the development of elementary school students' 21st century skills. According to the results obtained in the study, the elementary school sixth-grade students believed that the digital storytelling activities developed their 21st century skills. Also, the students reported that in the digital storytelling process, they were not sure of the reliability of the information on the Internet; that they were unable to reach enough sources regarding the subjects they searched for; and that they experienced technical problems. As for the preservice teachers, they thought that the digital storytelling activities developed both their own and their students' 21st century skills. In addition, the preservice teachers reported that with the help of the activities, they got informed about a number of subjects; that they increased their experience in teaching skills; and that carrying out the activities in online environment provided many facilities in the application process. On the other hand, they stated that in the application process, it took a long time to carry out the digital storytelling activities; that the time allocated was not sufficient; and that the students were reluctant. In addition, the preservice teachers also pointed out that digital storytelling was appropriate to the course of Information technologies as it not only increased the students' content knowledge but also developed their technology skills. They also believed that they would use digital storytelling in their future lives. Key Words: Digital storytelling, technology integration, 21st century skills