Pre-service teacher’s experience of integrating digital storytelling pedagogy in Finnish pre-primary education: An action research
Luong, Chau (2021)
2021
Bachelor´s Programme in Educational Studies, Early Childhood Education and Care Teacher
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Hyväksymispäivämäärä
2021-12-13
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202111308787
https://urn.fi/URN:NBN:fi:tuni-202111308787
Tiivistelmä
This research aims to strengthen my knowledge and expertise to work with digital storytelling pedagogy. In addition, I also strive to explore the potential difficulties that digital storytelling pedagogy poses to teachers and students in an early childhood environment.
The study used qualitative action research with two digital storytelling projects. Research data was collected through field notes and a research diary, which recorded classroom observation, inner and outer shifts in planning, implementing, and reflecting on the digital storytelling projects. The data collected from the previous project serves as the basis for developing new ways of working with digital storytelling in the following project. The collected data in both projects was then analysed using qualitative thematic analysis to determine how each digital storytelling project challenged the teacher and children.
The first digital storytelling project used a video creation technique. The teacher found creativity teaching was challenging and struggled to facilitate the desired learning environment due to a lack of content knowledge and working experience. Consequently, children found the used application was complicated and the workload was heavy. It was also difficult for the children to find a calm and silent environment for their video recording. The second digital storytelling project employed a stop-motion animation technique. Teachers faced time-constraint and ''double innovation'' problems. Some children found it was daunting to cope with the assigned task to the end. The process of utilizing a new pedagogical method requires teachers' constant learning, being reflective, and the courage to make and accept mistakes.
The study used qualitative action research with two digital storytelling projects. Research data was collected through field notes and a research diary, which recorded classroom observation, inner and outer shifts in planning, implementing, and reflecting on the digital storytelling projects. The data collected from the previous project serves as the basis for developing new ways of working with digital storytelling in the following project. The collected data in both projects was then analysed using qualitative thematic analysis to determine how each digital storytelling project challenged the teacher and children.
The first digital storytelling project used a video creation technique. The teacher found creativity teaching was challenging and struggled to facilitate the desired learning environment due to a lack of content knowledge and working experience. Consequently, children found the used application was complicated and the workload was heavy. It was also difficult for the children to find a calm and silent environment for their video recording. The second digital storytelling project employed a stop-motion animation technique. Teachers faced time-constraint and ''double innovation'' problems. Some children found it was daunting to cope with the assigned task to the end. The process of utilizing a new pedagogical method requires teachers' constant learning, being reflective, and the courage to make and accept mistakes.