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Every year new emerging Technologies were used in education. Digital storytellings are one of the technological breakthroughs in today’s technology. Digital Storytelling is the combination of traditional stories and technology. While creating digital storytelling, image, text, video, and sound can be used. Because digital storytellings is common in todays’ education, in this research, they were used as a teaching material. So, iIn the study, the influence of digital storytelling teaching materials on the students opinion towards cyberbullying was researched. Accordingly, the aim of the research is to observe participants’ ideas whether digital storytelling is increases the awareness of cyberbullying or not. Also, another aim of the research is to observe whether digital storytelling positive effects outweight its’ negative effects. The study group was consisted of 14 students from one of the state school in Adana between 2016-2017 spring semester period. Study groups were divided into seven groups and each group were composed of two students. The students in the study group were assumed to have knowledge about computers based on the information technologies lesson. Then, cyberbullying themed digital stories were prepared as assignments. Themes were given for each group. Researchers were direct them to create stories about cyberbullying. Interview method which is one of the qualitative methods was used to obtain data. As for data collection tool, “Interview Forms” were used. Interview questions comprise a total of five semi-structured questions. During the implementation stage, the study group students were informed the process and they created their digital stories during four lesson hours. Digital stories were created using “Pixton” software. Pixton software is an easy software which can be easily used by individuals who have basic computer knowledge. Descriptive analysis method was used to analyze qualitative data. Themes were established with the details obtained from the students who involved the research through descriptive analysis, and the views regarding such themes were described in a systematic and clear manner. As a result of the research, findings were obtained from the qualitative data analysis. The materials obtained at the end of digital storytelling can also be used as a learning tool. Students both increased their information Technologies knowledge and created awareness about cyberbullying. Digital Storytellings were also improved students’ communication skills. Also, some of the students did not know what cyberbullying is. With these technologies, students both learned what cyberbullying is and these Technologies expanded their social awareness to cyberbullying. In general, The results indicate that the digital stories teaching materials has a numerous effect on students’ attitudes both education technologies and cyberbullying awareness. It also raised creativity of students. On the other hand, none of the students had a difficulty while using hardwares. However, some of the students had a difficulty while using Pixton software. Students said that they usually cannot organize pictures while generate their stories. At the end of the four weeks implementation process, students who had difficulties were seen to have overcome these challenges and create their digital storytelling with the successful conclusion.
Cyberbullying, Digital storytelling, Information technologies, Storyboard,