Digital Storytelling is an effective tool to develop Media Literacy skills in educational setting... more Digital Storytelling is an effective tool to develop Media Literacy skills in educational settings. This chapter will analyze and present current research/literature on Media Literacy through Digital Storytelling in regard to developing and assessing media literacy skills. Authors have been implementing an instructional project called Digital Storytelling Contests (DISTCO) since 2008 (http://www.distco.org). DISTCO reached out to more than 10000 K-16 students and teachers over the years. The goal is to relay the experiences on how media literacy has been developed through Digital Storytelling activities with DISTCO. In addition, the current DISTCO rubric for assessing digital storytelling projects is modified to include a version assessing Media Literacy through digital storytelling.
This paper describes the results of a research study about DISTCO 2009, the second in a series of... more This paper describes the results of a research study about DISTCO 2009, the second in a series of Digital Storytelling Contests. The DISTCO 2009 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2009. Specifically, this paper analyzes students’ perspectives on using digital stories in the classroom, the motivating factors using digital stories, and preferred content areas for digital story use. How teachers incorporated digital storytelling in the classroom, what they hoped to gain by using digital stories in the classroom, what challenges and suc...
This paper describes the results of a research study about DISTCO 2012, the fourth in a series of... more This paper describes the results of a research study about DISTCO 2012, the fourth in a series of Digital Storytelling Contests. The DISTCO 2012 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2012. Specifically, this paper analyzes students’ and teachers’ perspectives on using digital stories in the classroom, the motivating factors, and preferred content areas for digital story. In addition, grade level differences in the use of digital storytelling will be discussed.
This paper describes the results of a research study about DISTCO 2010, the third in a series of ... more This paper describes the results of a research study about DISTCO 2010, the third in a series of Digital Storytelling Contests. The DISTCO 2010 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2010. Specifically, this paper analyzes students’ perspectives on using digital stories in the classroom, the motivating factors for using digital stories, and preferred content areas for digital story use as reported by students. In addition, gender and grade level differences in the use of digital storytelling will be discussed.
This paper describes the results of a research study about DISTCO 2008, the first in a series of ... more This paper describes the results of a research study about DISTCO 2008, the first in a series of Digital Storytelling Contests. DISTCO 2008 was designed as a pilot project for the inaugural DISTCO planned for spring 2009. These contests are open to all K-12 students and teachers in San Antonio, Texas and surrounding areas. The project is designed so that students and teachers from different schools may submit original digital stories in for the contest. The competition will be held solely online, and digital stories are required to be submitted using the official contest website (http://www.distco.org). Specifically, this paper will highlight if and how teachers incorporated digital storytelling in the classroom, what they hoped to gain by using digital stories in the classroom, what challenges and successes they faced in the implementation process, whether digital stories helped students and teachers prepare for the standardized state assessment test (Texas Assessment of Knowledge ...
This study aims to document whether the summer school program had impact on student achievement a... more This study aims to document whether the summer school program had impact on student achievement and differences in students’ reading achievement scores and students’ responses regarding their learning and academic progress based on grade levels. In addition, the components of the program that students, teachers, and parents favored were investigated and a program evaluation was conducted. The participants in this study consisted of students (n=266 for reading assessment, n=221 for student survey), 35 teachers, and 14 parents of two high-poverty urban public charter schools in Kansas City, MO. Results of the paired sample t-test showed that the post-test mean score of STAR Reading Assessment (M= 383.24) was significantly greater than the mean score on the pre-test (M= 371.85) at conditions t (265)=-2.371, p =0.018. These results suggest that the overall summer school program significantly increased the students’ reading achievement. In addition, the one-way ANOVA revealed that there was no significant difference on students’ progress across grade levels on STAR Assessment, F(2,263) = 3.88, p = 0.466. Student, teacher, and parent survey results also revealed that the summer school program had positive effects on student learning. Program components found to be effective in this study included incentives, in-class, and extra-curricular activities.
Promoting Global Competencies Through Media Literacy
Digital Storytelling is an effective tool to develop Media Literacy skills in educational setting... more Digital Storytelling is an effective tool to develop Media Literacy skills in educational settings. This chapter will analyze and present current research/literature on Media Literacy through Digital Storytelling in regard to developing and assessing media literacy skills. Authors have been implementing an instructional project called Digital Storytelling Contests (DISTCO) since 2008 (http://www.distco.org). DISTCO reached out to more than 10000 K-16 students and teachers over the years. The goal is to relay the experiences on how media literacy has been developed through Digital Storytelling activities with DISTCO. In addition, the current DISTCO rubric for assessing digital storytelling projects is modified to include a version assessing Media Literacy through digital storytelling.
This paper presents results of a research study conducted at the University of Houston, in which ... more This paper presents results of a research study conducted at the University of Houston, in which a group of in-service elementary, middle, and high school teachers learned to use digital storytelling through a series of summer workshops conducted by university faculty and graduate students. The study investigated the teachers' use of digital storytelling in their classrooms, what effects this use had on students, and what problems arose that prevented implementation of digital storytelling in the classroom. The study results suggested that, even though almost all of the teachers' perceptions about using digital stories in the classroom were positive immediately after the workshops, in practice, more than half of the teachers did not continue to use digital storytelling during the implementation period. Teachers who did use digital storytelling reported positive effects on student performance, an increase in 21 st century skills, and increased motivation and engagement levels...
This paper presents results of a research study conducted at the University of Houston, in which ... more This paper presents results of a research study conducted at the University of Houston, in which a group of in-service elementary, middle, and high school teachers learned to use digital storytelling through a series of summer workshops conducted by university faculty and graduate students. The study investigated the teachers' use of digital storytelling in their classrooms, what effects this use had on students, and what problems arose that prevented implementation of digital storytelling in the classroom. The study results suggested that, even though almost all of the teachers' perceptions about using digital stories in the classroom were positive immediately after the workshops, in practice, more than half of the teachers did not continue to use digital storytelling during the implementation period. Teachers who did use digital storytelling reported positive effects on student performance, an increase in 21 st century skills, and increased motivation and engagement levels...
In today's world, students are surrounded by computer games and animations. Teachers can take... more In today's world, students are surrounded by computer games and animations. Teachers can take advantage of the appeal of such games by designing animations as tools to motivate students to understand the concepts of mathematics and science behind the scenarios or applications. When students realize how they can move an object on screen, they will want to understand the mathematical formulas involved in the dynamics of the situation. The dynamic mathematics software GeoGebra allows users to insert a picture into a file and manipulate that picture by changing its position on the screen.
Digital Storytelling is an effective tool to develop Media Literacy skills in educational setting... more Digital Storytelling is an effective tool to develop Media Literacy skills in educational settings. This chapter will analyze and present current research/literature on Media Literacy through Digital Storytelling in regard to developing and assessing media literacy skills. Authors have been implementing an instructional project called Digital Storytelling Contests (DISTCO) since 2008 (http://www.distco.org). DISTCO reached out to more than 10000 K-16 students and teachers over the years. The goal is to relay the experiences on how media literacy has been developed through Digital Storytelling activities with DISTCO. In addition, the current DISTCO rubric for assessing digital storytelling projects is modified to include a version assessing Media Literacy through digital storytelling.
This paper describes the results of a research study about DISTCO 2009, the second in a series of... more This paper describes the results of a research study about DISTCO 2009, the second in a series of Digital Storytelling Contests. The DISTCO 2009 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2009. Specifically, this paper analyzes students’ perspectives on using digital stories in the classroom, the motivating factors using digital stories, and preferred content areas for digital story use. How teachers incorporated digital storytelling in the classroom, what they hoped to gain by using digital stories in the classroom, what challenges and suc...
This paper describes the results of a research study about DISTCO 2012, the fourth in a series of... more This paper describes the results of a research study about DISTCO 2012, the fourth in a series of Digital Storytelling Contests. The DISTCO 2012 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2012. Specifically, this paper analyzes students’ and teachers’ perspectives on using digital stories in the classroom, the motivating factors, and preferred content areas for digital story. In addition, grade level differences in the use of digital storytelling will be discussed.
This paper describes the results of a research study about DISTCO 2010, the third in a series of ... more This paper describes the results of a research study about DISTCO 2010, the third in a series of Digital Storytelling Contests. The DISTCO 2010 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2010. Specifically, this paper analyzes students’ perspectives on using digital stories in the classroom, the motivating factors for using digital stories, and preferred content areas for digital story use as reported by students. In addition, gender and grade level differences in the use of digital storytelling will be discussed.
This paper describes the results of a research study about DISTCO 2008, the first in a series of ... more This paper describes the results of a research study about DISTCO 2008, the first in a series of Digital Storytelling Contests. DISTCO 2008 was designed as a pilot project for the inaugural DISTCO planned for spring 2009. These contests are open to all K-12 students and teachers in San Antonio, Texas and surrounding areas. The project is designed so that students and teachers from different schools may submit original digital stories in for the contest. The competition will be held solely online, and digital stories are required to be submitted using the official contest website (http://www.distco.org). Specifically, this paper will highlight if and how teachers incorporated digital storytelling in the classroom, what they hoped to gain by using digital stories in the classroom, what challenges and successes they faced in the implementation process, whether digital stories helped students and teachers prepare for the standardized state assessment test (Texas Assessment of Knowledge ...
This study aims to document whether the summer school program had impact on student achievement a... more This study aims to document whether the summer school program had impact on student achievement and differences in students’ reading achievement scores and students’ responses regarding their learning and academic progress based on grade levels. In addition, the components of the program that students, teachers, and parents favored were investigated and a program evaluation was conducted. The participants in this study consisted of students (n=266 for reading assessment, n=221 for student survey), 35 teachers, and 14 parents of two high-poverty urban public charter schools in Kansas City, MO. Results of the paired sample t-test showed that the post-test mean score of STAR Reading Assessment (M= 383.24) was significantly greater than the mean score on the pre-test (M= 371.85) at conditions t (265)=-2.371, p =0.018. These results suggest that the overall summer school program significantly increased the students’ reading achievement. In addition, the one-way ANOVA revealed that there was no significant difference on students’ progress across grade levels on STAR Assessment, F(2,263) = 3.88, p = 0.466. Student, teacher, and parent survey results also revealed that the summer school program had positive effects on student learning. Program components found to be effective in this study included incentives, in-class, and extra-curricular activities.
Promoting Global Competencies Through Media Literacy
Digital Storytelling is an effective tool to develop Media Literacy skills in educational setting... more Digital Storytelling is an effective tool to develop Media Literacy skills in educational settings. This chapter will analyze and present current research/literature on Media Literacy through Digital Storytelling in regard to developing and assessing media literacy skills. Authors have been implementing an instructional project called Digital Storytelling Contests (DISTCO) since 2008 (http://www.distco.org). DISTCO reached out to more than 10000 K-16 students and teachers over the years. The goal is to relay the experiences on how media literacy has been developed through Digital Storytelling activities with DISTCO. In addition, the current DISTCO rubric for assessing digital storytelling projects is modified to include a version assessing Media Literacy through digital storytelling.
This paper presents results of a research study conducted at the University of Houston, in which ... more This paper presents results of a research study conducted at the University of Houston, in which a group of in-service elementary, middle, and high school teachers learned to use digital storytelling through a series of summer workshops conducted by university faculty and graduate students. The study investigated the teachers' use of digital storytelling in their classrooms, what effects this use had on students, and what problems arose that prevented implementation of digital storytelling in the classroom. The study results suggested that, even though almost all of the teachers' perceptions about using digital stories in the classroom were positive immediately after the workshops, in practice, more than half of the teachers did not continue to use digital storytelling during the implementation period. Teachers who did use digital storytelling reported positive effects on student performance, an increase in 21 st century skills, and increased motivation and engagement levels...
This paper presents results of a research study conducted at the University of Houston, in which ... more This paper presents results of a research study conducted at the University of Houston, in which a group of in-service elementary, middle, and high school teachers learned to use digital storytelling through a series of summer workshops conducted by university faculty and graduate students. The study investigated the teachers' use of digital storytelling in their classrooms, what effects this use had on students, and what problems arose that prevented implementation of digital storytelling in the classroom. The study results suggested that, even though almost all of the teachers' perceptions about using digital stories in the classroom were positive immediately after the workshops, in practice, more than half of the teachers did not continue to use digital storytelling during the implementation period. Teachers who did use digital storytelling reported positive effects on student performance, an increase in 21 st century skills, and increased motivation and engagement levels...
In today's world, students are surrounded by computer games and animations. Teachers can take... more In today's world, students are surrounded by computer games and animations. Teachers can take advantage of the appeal of such games by designing animations as tools to motivate students to understand the concepts of mathematics and science behind the scenarios or applications. When students realize how they can move an object on screen, they will want to understand the mathematical formulas involved in the dynamics of the situation. The dynamic mathematics software GeoGebra allows users to insert a picture into a file and manipulate that picture by changing its position on the screen.
Uploads
Papers by Bulent Dogan