This study explores the experiences of pre-service teachers' with digital storytelling over a period of four weeks and examines their attitudes and intentions towards digital storytelling change during the course of the action research study. Both quantitative and qualitative data were collected for the study and mixed methods were used for analysis. There were no significant differences found between the means of pre and post-survey attitudes and intentions towards digital storytelling. Since the pre-survey attitudes and intentions were very positive, it is possible that the ceiling effect explains the lack of significant change. Significant themes emerged out of the three sets of qualitative data including expansion of knowledge beyond reading from a textbook, value of the research component, learning about the software, celebrating each other's stories, personal connection with the topic, importance of storyboarding and the complete experience from beginning to end. In general, the pre-service teachers emerged from the digital storytelling experience with positive attitudes towards it and with plans to use this approach in their teaching. The study also provides recommendations for strengthening the digital storytelling experience in future pre-service teacher education class.The actual story answered questions like their earliest memory of the place, their feelings when they are there, the difference that ... After that, students visually represented their place by drawing pictures manually or electronically and it acted as a ahooka to introduce their stories. ... Middle school social studies teachers in Cobb County (2004), Georgia used digital storytelling project with sixth gradersanbsp;...
|Title||:||The Influence of a Digital Storytelling Experience on Pre-service Teacher Education Students' Attitudes and Intentions|
|Publisher||:||ProQuest - 2007|