Abstract
In recent years, technology has been widely used in teaching mathematics to support students’ thinking skills in early childhood. Although there are many online games and applications with mathematical content, the fact is that most of them are limited to particular concepts or acquisitions. Digital storytelling provides a gateway to math concepts and mathematics skills by engaging children in both mathematics and technology. Strengthening the knowledge and experience of teachers according to the latest technological developments will enable them to integrate their digital stories into mathematics education. The purpose of this study was to conduct Digital Mathematics Stories Training with early childhood teachers and examine their experiences with this training. At the end of the week-long theoretical and practical training with 30 teachers, it was determined that the teachers experienced increased self-confidence, were motivated toward creativity and production, and demonstrated an enhanced ability to integrate mathematics and technology. During the study, teachers were amazed at the extent to which they advanced their limited digital competencies. Their anxieties transformed into productivity and self-confidence.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Agélii Genlott, A., & Grönlund, A. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers & Education, 67, 98–104.
Azizah, C. N., Mutalib, A. A., Aziz, N., & Bakar, R. M. A. (2011). Multiple intelligence ensures the usability of digital storytelling for preschool children. International Journal on Advanced Science Engineering and Information Technology, 1(2), 117–123.
Barret, H. C. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 647–654). Association for the Advancement of Computing in Education (AACE).
Bedir Erişti, S. D. (2017). Technology-focused visual communication and digital storytelling as a dynamic visual communication path for children. Istanbul University Faculty of Communication Journal, 52, 25–38.
Bratitsis, T., Kotopoulos, T., & Mandila, K. (2012). Kindergarten children’s motivation and collaboration being triggered via computers while creating digital stories: A case study. International Journal of Knowledge and Learning, 3, 8(3–4), 239–258.
Cary, M. S., Kennedy, P. C., Shanley, L., & Clarke, B. (2020). Learning gains from the KinderTEK® iPad math program: Does timing of a preventative intervention matter? Journal of Special Education Technology. https://doi.org/10.1177/0162643420928336
Çıralı Sarıca, H. (2019). Teachers’ professional self-understanding and ıts reception by prospective teachers through digital storytelling (Unpublished doctoral thesis), Hacettepe University.
Clarke, R., & Adam, A. (2011). Digital storytelling in Australia: Academic perspectives and reflections. Arts and Humanities in Higher Education, 11(1–2), 157–176.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–96.
Dogan, B., & Robin, B. R. (2008). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 902–907). Association for the Advancement of Computing in Education (AACE).
Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the YouTube generation. Middle School Journal, 42(5), 4–10.
Foley, L. M. (2013). Digital storytelling in primary-grade classrooms (Unpublished doctoral thesis), Arizona State University.
Frazel, M. (2010). Digital storytelling guide for educators. International Society for Technology in Education.
Genç, H., Dağlıoğlu, H. E., & Dağlı, H. (2020). Examining digital games in Google Play Store and Apple Store in terms of mathematics education standards and child appropriateness. TURAN-SAM, 12(47), 163–176.
Gözen, G., & Cırık, I. (2017). Impact of digital storytelling on social-emotional behaviours of preschool children. Elementary Education Online, 16(4), 18821896.
Hartley, J. & McWilliam, K. (Eds.). (2009). Story circle: Digital storytelling around the world. Wiley Blackwell.
Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405–428. http://editlib.org/p/30458/
Hofer, M., & Swan, K. O. (2006, March). Digital storytelling: Moving from promise to practice. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 679–684). Association for the Advancement of Computing in Education (AACE).
Jo, I. (2016). Future teachers’ dispositions toward teaching with geospatial technologies. Contemporary Issues in Technology and Teacher Education, 16(3), 310–327.
Kearney, M. (2011). A learning design for student-generated digital storytelling. Learning, Media and Technology, 36(2), 169–188.
Kermani, H. (2017). Computer mathematics games and conditions for enhancing young children’s learning of number sense. Malaysian Journal of Learning and Instruction, 14(2), 23–57. http://doi.org/10.32890/mjli2017.14.2.2
Kervin, L., & Mantei, J. (2016). Digital writing practices: A close look at one grade three author. Literacy, 50(3), 133–140.
Kocaman-Karoğlu, A. (2016). Teachers’ opinions about digital storytelling in preschool education. Turkish Online Journal of Qualitative Inquiry, 7(1), 175–205.
Korosidou, E., & Griva, E. (2020). Digital storytelling in the foreign language classroom: Exploring opportunities for developing multiliteracies in preschool settings. In I. Papadopoulos, E. Griva, & E. Theodotou (Eds.), International perspectives on creativity in the foreign language classrooms. NovaScience.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th ed.). Routledge.
Maureen, I. Y., Van der Meij, H., & De Jong, T. (2018). Supporting literacy and digital literacy development in early childhood education using storytelling activities. IJEC, 50, 371–389. https://doi.org/10.1007/s13158-018-0230-z
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19.
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14–24.
Merjovaara, O., Nousiainen, T., Turja, L., & Isotalo, S. (2020). Digital stories with children: Examining digital storytelling as a pedagogical process in ECEC. Journal of Early Childhood Education Research, 9(1), 99–123.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation for school mathematics. NCTM.
Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first-century skills and student engagement. Technology, Pedagogy, and Education, 25(4), 451–468.
Normann, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning (Unpublished master’s thesis), Norges teknisk-naturvitenskapelige Universitet.
O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital storytelling in early childhood: Student illustrations shaping social interactions. Frontiers in Psychology, 9, 1800.
Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019). Raising early achievement in math with interactive apps: A randomized control trial. Journal of Educational Psychology, 111(2), 284–298.
Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2017). Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children. Computers & Education, 108, 43–58. https://doi.org/10.1016/j.compedu.2017.01.011
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2), 241. http://doi.org/10.12681/ppej.8779
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5–18.
Petousi, V., & Sifaki, E. (2020). Contextualizing harm in the framework of research misconduct. Findings from a discourse analysis of scientific publications. International Journal of Sustainable Development, 23(3/4), 149–174.
Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of digital storytelling in preschool education: A case study from Croatia. Digital Education Review, 30, 94–105.
Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00081-x
Robin, B. R. (2006). The educational uses of digital storytelling. In C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 709–716). AACE.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220–228.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506.
Sancar-Tokmak, H., & Incikabi, L. (2013). The effect of expertise-based training on the quality of digital stories created to teach mathematics to young children. Educational Media International, 50(4), 325–340. https://doi.org/10.1080/09523987.2013.863469
Starčič, A. I., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29–50. https://doi.org/10.1111/bjet.12253
Technological Pedagogical Content Knowledge/TPACK. (2012). What is TPACK. http://tpack.org
Tendero, A. (2006). Facing your selves: The effects of digital storytelling on teacher education. Contemporary Issues in Technology and Teacher Education, 6(2), 174–194.
Thang, S. M., Lin, L. K., Mahmud, N., Ismail, K., & Zabidi, N. A. (2014). Technology integration in the form of digital storytelling: Mapping the concerns of four Malaysian ESL instructors. Computer Assisted Language Learning, 27(4), 311–329. https://doi.org/10.1080/09588221.2014.903979
Toki, E. I., & Pange, J. (2014). ICT use in early childhood education: Storytelling. Tiltai, 66(1), 183–192.
Towndrow, P. A., & Kogut, G. (2020). Conclusion. Digital storytelling in classrooms. In Digital storytelling for educative purposes (pp. 147–168). Springer.
Tzima, S., Styliaras, G., Bassounas, A., & Tzima, M. (2020). Harnessing the potential of storytelling and mobile technology in intangible cultural heritage: A case study in early childhood education in sustainability. Sustainability, 12(22), 9416.
Undheim, M., & Jernes, M. (2020). Teachers’ pedagogical strategies when creating digital stories with young children. European Early Childhood Education Research Journal, 28(2), 256–271. https://doi.org/10.1080/1350293X.2020.1735743
Verbruggen, S., Depaepe, F., & Torbeyns, J. (2021). Effectiveness of educational technology in early mathematics education: A systematic literature review. International Journal of Child-Computer Interaction, 27, 100220. https://doi.org/10.1016/j.ijcci.2020.100220
Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology, 11(1), 87–101.
Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The use of computer-assisted instruction in preschool education: Making teaching meaningful. Early Childhood Education Journal, 33(2), 99–104.
Vidal-Hall, C., Flewitt, R., & Wyse, D. (2020). Early childhood practitioner beliefs about digital media: integrating technology into a child-centred classroom environment. European Early Childhood Education Research Journal, 28(2), 167–181. https://doi.org/10.1080/1350293X.2020.1735727
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352.
Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study: Teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445.
Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using mobile devices for teaching realistic mathematics in kindergarten education. Creative Education, 4, 1–10.
Funding
This study was carried out within the framework of TUBITAK 4005 Science and Society: Innovative Educational Practices and supported by the Scientific and Technological Research Council of Turkey.
Disclosure Statement
No potential conflict of interest was reported by the authors.
Ethics
The research was carried out in accordance with the guidelines published by American Psychology Association’s following the general Ethical Principles of Psychologists and Code of Conduct principles (2002). The ethical approval from the Ethical Commission of Gazi University was provided before the research. Teachers were informed with the details of the study and that participation was voluntary at their consent.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix
Appendix
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Ulutas, I. et al. (2022). Digital Storytelling in Early Mathematics Education. In: Papadakis, S., Kalogiannakis, M. (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0568-1_17
Download citation
DOI: https://doi.org/10.1007/978-981-19-0568-1_17
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-0567-4
Online ISBN: 978-981-19-0568-1
eBook Packages: EducationEducation (R0)