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Digital Storytelling and Its Tools for Language Teaching: Perceptions and Reflections of Pre-Service Teachers

Digital Storytelling and Its Tools for Language Teaching: Perceptions and Reflections of Pre-Service Teachers

Asuman Aşık
Copyright: © 2016 |Volume: 6 |Issue: 1 |Pages: 14
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466692800|DOI: 10.4018/IJCALLT.2016010104
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MLA

Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching: Perceptions and Reflections of Pre-Service Teachers." IJCALLT vol.6, no.1 2016: pp.55-68. http://doi.org/10.4018/IJCALLT.2016010104

APA

Aşık, A. (2016). Digital Storytelling and Its Tools for Language Teaching: Perceptions and Reflections of Pre-Service Teachers. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(1), 55-68. http://doi.org/10.4018/IJCALLT.2016010104

Chicago

Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching: Perceptions and Reflections of Pre-Service Teachers," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 6, no.1: 55-68. http://doi.org/10.4018/IJCALLT.2016010104

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Abstract

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

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