Using digital storytelling in early childhood education: a phenomenological study of teachers’ experiences

Yüksel, Pelin
It has become a great concern about how children may be affected and how teachers should use computers in their classroom activities effectively with the increased role of computers in early childhood‟s learning. It is important to consider how it can be used more effectively integrated into early childhood curriculum since technological devices are widely used to maximize learning activity. This study aimed to show how digital storytelling can be used as an effective teaching and learning tool in kindergarten classrooms. In the phenomenological framework, the study investigates the experiences of early childhood teachers who attended the digital storytelling workshop. In addition, the study investigated how the early childhood teachers incorporated digital storytelling in their classroom and what the challenges and successes the early childhood teachers faced during the implementation of digital storytelling. After the teachers attended the digital storytelling workshop, in-depth phenomenological interviews, observations, and focus group interview methods were conducted to collect data. Phenomenal data were collected from five kindergarten classrooms including approximately 20 students and a teacher in each classroom. This study presents examples to illustrate how early childhood teachers integrate digital storytelling as an instructional tool into curriculum to enhance young children learning. The results show that there is an emphasis on certain essential points so as to assist early childhood teachers to exploit technological tools in their learning environments. The findings have implications on early childhood teachers, curriculum and for future research.


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Citation Formats
P. Yüksel, “Using digital storytelling in early childhood education: a phenomenological study of teachers’ experiences,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.