Page 305 - e-Kongre Bildiriler Kitabı-II

Eğitimde Yeni Normlar-II Uluslararası Covid-19 Kongresi

A communication tool in a time of corona virus: digital storytelling

Nesime ERTAN ÖZEN

Introduction
Books, magazines, radio, television, mobile phones, tablets and computers create a rich environment
for communication today. Computers have become an important communication technology tool in le-
arning environments, especially during the epidemic period affecting today’s world. Stories that enable
us to connect with ourselves and the universe (Bumberak, 2020) can be used to communicate despite
the distance, especially in this period of change. Digital stories created with the use of technology provide
communication.

Digital Storytelling
Digital story is “combining the art of storytelling with various multimedia tools such as audio, visual
and video” (Robin, 2008). The form of digital storytelling, which owes its structure and elements to tra-
ditional storytelling, has been enriched with new multimedia technology and its pragmatic dimension
has expanded (Gregori-Signes, 2010). With digital storytelling tools, the sender-receiver relationship has
become interactive. A learning environment has been created in which students create stories through
collaboration, reflection and communication.

Types of Digital Stories
Robin (2006) divides digital stories into three categories: personal, historical, instructive or infor-
mative. Personal stories contain important events in a person’s life. Historical stories examine dramatic
events that help us understand the past. Educational or informative stories provide information about a
particular concept.
It is possible to consider types of digital stories: stories consisting of audio and visuals published as
slideshows, web-based stories that can be collaborated and shared, interactive stories in which words,
images and sounds are not only edited but also programmed.
When the literature on digital story creation is examined, it is seen that some of the digital stories
are created with computer software such as Windows Movie Maker, Windows Photo Story or iMovie. Over
time, web 2.0 tools, which can be used through a web-based interface that provides more productivity,
communication and cooperation, have started to be used. The last type of the digital stories is digital sto-
ries created through coding. Recently, block-based coding has been used as a tool for digital storytelling
(Resnick et al., 2009).

Steps to Digital Storytelling
According to the studies in the literature, there are basically four stages of digital storytelling:
pre-product, product, post-product and distribution (Chung, 2006; Herrington, 2009; Yang & Wu, 2012).
Pre-product stage; It includes the steps of finding an idea for the story, writing and creating a storyboard.
The product stage includes the steps of collecting media materials and creating the digital story with the
chosen digital storytelling tool. The post-product stage includes editing. In the sharing phase, the students
share their stories with their friends or on an online environment.

Digital Storytelling in Learning Environment
When the literature is examined, it is seen that digital storytelling has positive effects in the learning
process (Hung, Hwang & Huang, 2012; Danbrook & Sieppert, 2015; Moradi & Chen, 2019; Ertan Özen,
2021). Apart from mother tongue and foreign language education, it is seen that digital stories are used

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