Education Through Story Creation: An Analysis Of Its Effectiveness And Expression Forms

Abstract

In recent years, there has been a substantial growth in the use of modern technology in classrooms all around the world. This improvement may be attributed to the availability of digital cameras, personal computers, scanners, and software that is simple to use for teachers. Educators now have the opportunity to improve the quality of student learning as a result of the availability of new tools for professional development. Because of this, the introduction of new technology has, for the most part, had a favourable influence on the surroundings in which educational activities take place. Studies have shown that the incorporation of these technologies into educational settings leads to increased levels of student engagement, achievement, and motivation. Nevertheless, education systems are confronted with additional issues that they are obligated to address, and one of these challenges is the enhancement of educational results through the encouragement of more student participation. It is becoming increasingly important to have creative educational techniques that successfully involve students in the learning process. The use of “digital storytelling” as a method of instruction is a contemporary tool that has the potential to captivate pupils and foster profound learning. The fundamental purpose of this project was to develop a constructivist learning environment in the classroom through the utilisation of “digital storytelling” as a way of accomplishing these objectives. This research investigates the possible applications of “digital storytelling” in educational settings, as well as the influence that it has on the learning outcomes of students. A single Australian school provided the participants for a multi-site case study. The participants included students from both the elementary and secondary levels of education. Through participation in certain initiatives, both students and instructors were given the opportunity to participate in new learning experiences that were based around “digital storytelling”. For the purpose of data collection and interpretation, scientists employed a wide variety of approaches, which contributed to the study's increased credibility and validity. The collection of our findings was accomplished through the use of both qualitative and quantitative research approaches. An assessment rubric was utilised in order to conduct the analysis of the quantitative data, whilst interviews and observation were utilised in order to conduct the analysis of the qualitative data. Through the usage of a mixed-methods research technique to collect data, the purpose of this study was to evaluate the potential benefits that “digital storytelling” may have on educational outcomes. The findings of this research provide persuasive evidence that “digital storytelling” has the potential to be an extremely effective tool for enhancing learning environments through the incorporation of instructional messages and learning activities. It is a significant strategy for establishing a constructivist learning environment since it makes use of innovative instructional strategies. This strategy has the potential to increase the level of involvement that students have in the learning process, which in turn will lead to improved learning outcomes.