A Phenomenological Study: Teachers' Experiences of Using Digital Storytelling in Early Childhood Education

Autor/inn/en	Yuksel-Arslan, Pelin; Yildirim, Soner; Robin, Bernard Ross
Titel	A Phenomenological Study: Teachers' Experiences of Using Digital Storytelling in Early Childhood Education
Quelle	In: Educational Studies, 42 (2016) 5, S.427-445 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1195717
Schlagwörter	Phenomenology; Early Childhood Education; Story Telling; Teaching Experience; Electronic Learning; Teacher Workshops; Faculty Development; Interviews; Focus Groups; Class Activities; Teaching Methods; Observation; Kindergarten; Preschool Teachers; Qualitative Research + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Qualitative Forschung
Abstract	This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children's learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01