Introducing digital storytelling to english teachers in Malaysia: what are their concerns?

This study shares the findings of a study that explores the initial concerns of three teachers who introduced digital storytelling as a project-based learning activity in their ESL (English as a Second Language) classrooms. Digital storytelling is one of the many new technologies in the Web which co...

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Main Authors:	Yit, Sim Lee, Siew, Ming Thang, Hazita Azman
Format:	Article
Language:	English
Published:	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2015
Online Access:	http://journalarticle.ukm.my/9358/ http://journalarticle.ukm.my/9358/ http://journalarticle.ukm.my/9358/1/160-168_Digital_Story_Telling-Yit.pdf

id	ukm-9358
recordtype	eprints
spelling	ukm-93582016-12-14T06:49:41Z http://journalarticle.ukm.my/9358/ Introducing digital storytelling to english teachers in Malaysia: what are their concerns? Yit, Sim Lee Siew, Ming Thang Hazita Azman, This study shares the findings of a study that explores the initial concerns of three teachers who introduced digital storytelling as a project-based learning activity in their ESL (English as a Second Language) classrooms. Digital storytelling is one of the many new technologies in the Web which could be harnessed to enhance learning because it can encompass many topics in different educational contexts. A digital story has a narration overlay and sometimes a music background; combining images, audio, and video to tell a story or to make a factual presentation. The purpose of this paper is to report on three teachers’ initial concerns using the Stages of Concern (SoC) dimension which utilizes these three techniques: one-legged interview, open-ended concerns statement, and Stages of Concern Questionnaire (SoCQ). The analysis of the teachers’ concerns revealed that each teacher’s personal concerns can be related to one of the four classifications of teachers in relation to ICT integration in practice: contented traditionalist, selective adopter, inadvertent user, and creative adapter. The discussion of findings implies that the teachers’ personal concerns can be associated with the teacher ICT characteristics, as well as their job responsibilities and experiences in using ICT in the language classroom. The paper ends by highlighting the need to investigate teachers’ concerns from a bigger sample population before conclusive findings can be made. Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9358/1/160-168_Digital_Story_Telling-Yit.pdf Yit, Sim Lee and Siew, Ming Thang and Hazita Azman, (2015) Introducing digital storytelling to english teachers in Malaysia: what are their concerns? e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, Specia (1). pp. 160-168. ISSN 1823-884x http://www.ukm.my/e-bangi/index.php?option=com_jresearch&view=publicationslist&Itemid=45&lang=en
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This study shares the findings of a study that explores the initial concerns of three teachers who introduced digital storytelling as a project-based learning activity in their ESL (English as a Second Language) classrooms. Digital storytelling is one of the many new technologies in the Web which could be harnessed to enhance learning because it can encompass many topics in different educational contexts. A digital story has a narration overlay and sometimes a music background; combining images, audio, and video to tell a story or to make a factual presentation. The purpose of this paper is to report on three teachers’ initial concerns using the Stages of Concern (SoC) dimension which utilizes these three techniques: one-legged interview, open-ended concerns statement, and Stages of Concern Questionnaire (SoCQ). The analysis of the teachers’ concerns revealed that each teacher’s personal concerns can be related to one of the four classifications of teachers in relation to ICT integration in practice: contented traditionalist, selective adopter, inadvertent user, and creative adapter. The discussion of findings implies that the teachers’ personal concerns can be associated with the teacher ICT characteristics, as well as their job responsibilities and experiences in using ICT in the language classroom. The paper ends by highlighting the need to investigate teachers’ concerns from a bigger sample population before conclusive findings can be made.
format	Article
author	Yit, Sim Lee Siew, Ming Thang Hazita Azman,
spellingShingle	Yit, Sim Lee Siew, Ming Thang Hazita Azman, Introducing digital storytelling to english teachers in Malaysia: what are their concerns?
author_facet	Yit, Sim Lee Siew, Ming Thang Hazita Azman,
author_sort	Yit, Sim Lee
title	Introducing digital storytelling to english teachers in Malaysia: what are their concerns?
title_short	Introducing digital storytelling to english teachers in Malaysia: what are their concerns?
title_full	Introducing digital storytelling to english teachers in Malaysia: what are their concerns?
title_fullStr	Introducing digital storytelling to english teachers in Malaysia: what are their concerns?
title_full_unstemmed	Introducing digital storytelling to english teachers in Malaysia: what are their concerns?
title_sort	introducing digital storytelling to english teachers in malaysia: what are their concerns?
publisher	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia
publishDate	2015
url	http://journalarticle.ukm.my/9358/ http://journalarticle.ukm.my/9358/ http://journalarticle.ukm.my/9358/1/160-168_Digital_Story_Telling-Yit.pdf
first_indexed	2023-09-18T19:54:39Z
last_indexed	2023-09-18T19:54:39Z
_version_	1777406447883124736

Introducing digital storytelling to english teachers in Malaysia: what are their concerns?

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