Prof. Dr. Yasemin KOÇAK USLUEL Res. Asst. Hatice ÇIRALI
Hacettepe University,
Computer Education and Instructional Technology
Hacettepe University,
Computer Education and Instructional Technology
2015 Annual Meeting, "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis« April 16-20, 2015, Chicago

2015 Annual Meeting, "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis« April 16-20, 2015, Chicago

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
• Students assume roles such as o information seeker, o viewer, o producer, etc.
while using technology, but utilize technology for production purposes the least.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
• Studies have shown that self-reports differ from log data and don’t completely represent actual usage patterns
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
In this study,
• new generation learners were asked to create digital stories by using mobile learning technologies.
• Accordingly, the utilization of technologies for productive purposes was observed and
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
How do students utilize technology when given a specific task to perform but without introducing any restrictions?
• What do the log records show regarding this question?
• What do the students think regarding this question?
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
New generation learners differ from previous generations in
• their multitasking,
• parallel processing,
• peer-to-peer learning,
Digital
Learners
• technical confidence,
• collaboration,
• enthusiasm and affinity for ICT, etc.
•
Net capabilities and their style of utilizing technology
Digital
Natives
(Green & Hannon, 2007; Kolikant, 2012; Prensky, 2001; Pedró, 2006; Tapscott, 2008).
5. Scholarly
Significance
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
(Kolikant, 2010)
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
• Students utilize technology without even being aware of their potential and skills.
• It is important to take new generation learners’ qualities into consideration, and to make them producers in the education and teaching process.
• Various teaching techniques are employed using mobile applications and software towards various goals
(Gudanescu, 2010).
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
• Digital Storytelling (DST) is the integration of multi-media and storytelling for various purposes, across different disciplines.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods
4. Results
• consists of 29 primary school second grade students
• 14 girls and 15 boys
5. Scholarly
Significance
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods
4. Results
5. Scholarly
Significance
• Training was administered for a period of thirteen weeks, one day a week.
• Each training session lasted 90 min.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods
4. Results
5. Scholarly
Significance
1. Students wrote their stories on “My World” or “Here is My Life” themes.
2. Visuals to support the stories were prepared by hand or on the tablets.
3. The students’ voices were recorded using Audacity.
4. The digital stories were created by combining images and sound using “Microsoft Photo Story” and “Movie Maker” softwares.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods
4. Results
• the App Usage Tracker for Android
• semi-structured interviews
5. Scholarly
Significance
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

10
11
12
13
14
15
16
17
18
19
20
6
7
8
9
4
5
1
2
3
Table 1. Log data of applications used by the students on the tablets
Row
Number
Application Frequency (F) Type
Average time
(seconds)
Usage data
Frequency of access
Gallery
KidsDoodle
Camera
Video Player
Rainbow Doodle
Google
Animated Paint
Google Play Store
Settings
Bubbles
Internet
Subway Surf
Dr Driving
Photo Editor
Music Player
Football Shooter
Weather Widget Main
Note
Minion Rush
Guide
1171 View
869 Drawing App
708 Photo
453 Imaging
443 Drawing App
421 Internet
386 Drawing App
267 System
256 System
241 Game
233 Internet
230 Game
173 Game
162 Photo
151 View
112 Game
107 Tool
97 Text Entry
93 Game
87 Tool
75.33
134.81
475.90
243.00
66.00
42.27
58.73
27.95
200.98
483.18
22.59
35.70
140.70
55.00
59.80
117.40
43.80
97.80
25.38
51.07
241
233
230
173
162
151
112
107
97
93
87
1171
869
708
430
443
421
386
267
256
Total time
(seconds)
18,156
31,411
109,458
42,206
10,715
6,384
6,578
2,991
19,496
44,936
1,966
41,909
122,352
38,984
25,738
52,016
18,463
37,769
6,778
13,076

10
11
12
13
14
15
16
17
18
19
20
6
7
8
9
4
5
1
2
3
Table 1. Log data of applications used by the students on the tablets
Row
Number
Application Frequency (F) Type
Average time
(seconds)
Usage data
Frequency of access
Gallery
KidsDoodle
Camera
Video Player
Rainbow Doodle
Google
Animated Paint
Google Play Store
Settings
Bubbles
Internet
Subway Surf
Dr Driving
Photo Editor
Music Player
Football Shooter
Weather Widget Main
Note
Minion Rush
Guide
1171 View
869 Drawing App
708 Photo
453 Imaging
443 Drawing App
421 Internet
386 Drawing App
267 System
256 System
241 Game
233 Internet
230 Game
173 Game
162 Photo
151 View
112 Game
107 Tool
97 Text Entry
93 Game
87 Tool
75.33
134.81
475.90
243.00
66.00
42.27
58.73
27.95
200.98
483.18
22.59
35.70
140.70
55.00
59.80
117.40
43.80
97.80
25.38
51.07
241
233
230
173
162
151
112
107
97
93
87
1171
869
708
430
443
421
386
267
256
Total time
(seconds)
18,156
31,411
109,458
42,206
10,715
6,384
6,578
2,991
19,496
44,936
1,966
41,909
122,352
38,984
25,738
52,016
18,463
37,769
6,778
13,076

10
11
12
13
14
15
16
17
18
19
20
6
7
8
9
4
5
1
2
3
Table 1. Log data of applications used by the students on the tablets
Row
Number
Application Frequency (F) Type
Average time
(seconds)
Usage data
Frequency of access
Gallery
KidsDoodle
Camera
Video Player
Rainbow Doodle
Google
Animated Paint
Google Play Store
Settings
Bubbles
Internet
Subway Surf
Dr Driving
Photo Editor
Music Player
Football Shooter
Weather Widget Main
Note
Minion Rush
Guide
1171 View
869 Drawing App
708 Photo
453 Imaging
443 Drawing App
421 Internet
386 Drawing App
267 System
256 System
241 Game
233 Internet
230 Game
173 Game
162 Photo
151 View
112 Game
107 Tool
97 Text Entry
93 Game
87 Tool
75.33
134.81
475.90
243.00
66.00
42.27
58.73
27.95
200.98
483.18
22.59
35.70
140.70
55.00
59.80
117.40
43.80
97.80
25.38
51.07
241
233
230
173
162
151
112
107
97
93
87
1171
869
708
430
443
421
386
267
256
Total time
(seconds)
18,156
31,411
109,458
42,206
10,715
6,384
6,578
2,991
19,496
44,936
1,966
41,909
122,352
38,984
25,738
52,016
18,463
37,769
6,778
13,076

10
11
12
13
14
15
16
17
18
19
20
6
7
8
9
4
5
1
2
3
Table 1. Log data of applications used by the students on the tablets
Row
Number
Application Frequency (F) Type
Average time
(seconds)
Usage data
Frequency of access
Gallery
KidsDoodle
Camera
Video Player
Rainbow Doodle
Google
Animated Paint
Google Play Store
Settings
Bubbles
Internet
Subway Surf
Dr Driving
Photo Editor
Music Player
Football Shooter
Weather Widget Main
Note
Minion Rush
Guide
1171 View
869 Drawing App
708 Photo
453 Imaging
443 Drawing App
421 Internet
386 Drawing App
267 System
256 System
241 Game
233 Internet
230 Game
173 Game
162 Photo
151 View
112 Game
107 Tool
97 Text Entry
93 Game
87 Tool
75.33
134.81
475.90
243.00
66.00
42.27
58.73
27.95
200.98
483.18
22.59
35.70
140.70
55.00
59.80
117.40
43.80
97.80
25.38
51.07
241
233
230
173
162
151
112
107
97
93
87
1171
869
708
430
443
421
386
267
256
Total time
(seconds)
18,156
31,411
109,458
42,206
10,715
6,384
6,578
2,991
19,496
44,936
1,966
41,909
122,352
38,984
25,738
52,016
18,463
37,769
6,778
13,076

Table 2. The students’ views on the applications they used on the tablets
Answers
I played games.
I drew pictures.
I took photos.
I wrote.
I surfed the internet.
I recorded my voice.
The number of respondents (N)
14
9
5
1
1
1
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

Table 2. The students’ views on the applications they used on the tablets
Answers
I played games.
I drew pictures.
I took photos.
I wrote.
I surfed the internet.
I recorded my voice.
The number of respondents (N)
14
9
5
1
1
1
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

Table 2. The students’ views on the applications they used on the tablets
Answers
I played games.
I drew pictures.
I took photos.
I wrote.
I surfed the internet.
I recorded my voice.
The number of respondents (N)
14
9
5
1
1
1
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

Table 2. The students’ views on the applications they used on the tablets
Answers
I played games.
I drew pictures.
I took photos.
I wrote.
I surfed the internet.
I recorded my voice.
The number of respondents (N)
14
9
5
1
1
1
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

Table 3. The students’ reflections on the DST preparation process
Answers The number of respondents
Writing my story
Drawing pictures on paper
Drawing pictures on the tablet
Taking photos with the tablet
Recording my voice
Choosing music for my digital story
Which of the following did you like doing the most?
17
Which of the following did you dislike doing?
6
14
11
23
1
23
1
13
9
17
7
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

Table 3. The students’ reflections on the DST formation process
Answers The number of respondents
Writing my story
Drawing pictures on paper
Drawing pictures on the tablet
Taking photos with the tablet
Recording my voice
Choosing music for my digital story
Which of the following did you like doing the most?
17
Which of the following did you dislike doing?
6
14
11
23
1
23
1
13
9
17
7
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results 5. Scholarly
Significance
it is noticed that
• the logs indicate that the DST applications were used the most,
• although students stated that they mostly played games.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
• the students were able to primarily perform the given tasks, despite their young age, and express themselves via digital stories in this study.
• it is shown that technology is utilized in accordance with intended goals when learners are provided with adequate opportunities and activities.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

1. Purposes
2. Theoretical
Framework
3. Methods 4. Results
5. Scholarly
Significance
• it is important to design activities for students where technology may be utilized for productive purposes,
• The process should be considered as a whole with learners’ needs,
• When implementing new applications, students should be guided accordingly.
Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

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(2010).
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Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015

Usluel, Y.K. & Çıralı, H. Hacettepe University, Computer Education and Instructional Technology AERA 2015