Κατεύθυνση Πληροφορική στην Εκπαίδευση
Library of the School of Education

2017-12-08

2017

Pavlidou Chrisanthi

Bουδούρη Αγγελική, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ

Παραγωγή γραπτού λόγου και ψηφιακής αφήγησης σε μαθητές των πρώτων τάξεων του Δημοτικού με τη χρήση διαδραστικού πίνακα: Πιλοτική εφαρμογή στη Β’ Δημοτικού

Greek

Production of written speech and digital narration to students of the first classes of primary school by the use of interactive whiteboard: Pilot application in the second grade of primary school

The aim of the present project is to study the use of Information and Communications Technology (ICT) in both the production of written speech and digital narration as far as the first two classes of primary school are concerned. Specifically, the utilization of the interactive whiteboard and other tools of Web 2.0 for the production of written and digital narration are studied not only in the theoretical level of the relative bibliography’s overview but also in a research one.
An educational scenario for the second grade was designed and developed in order to cover the needs of the research study. Its purpose was the development of written speech skills’ production and the creation of digital narration. The educational scenario was based on the skills’ development using Notebook Smartboard along with other Web activities and its development concerns the second grade. During its application though, there might be differentiation among the activities so that they could better respond to the readiness of the students who are at the end of the first grade.
Experimental research was carried out applying the educational scenario. The sample was consisted of 27 pupils of the second grade of the Psychiko College Primary School. The research was completed in two stages: in the first stage there was a production of written speech, particularly a narration which was actualized by the students. The pre-bibliographical stages were done with the support of an interface which was developed for this purpose. The software used was SMART Notebook. During the post-writing stage, the interactive whiteboard was again used in conjunction with the students’ self-assessment form. The last papers were assessed using an assessment rubric by the researcher. Moreover, the second stage concerned the production of digital narration with the technique of clay animation stop motion video. The writing of the script was based on the program’s interface that were developed in the first stage. Then, an illustrated scenario was created, and finally the story was digitally denaturized using the Windows Movie Maker. At the end of the second stage, the students filled in a questionnaire in order to assess the program. The whole process was part of the wide charity program (Cross-curricular Work Plan) in which students attended and whose subject was Differentiation.
The added value of the use of interactive whiteboard for the production of written narration derives from the analysis of the results that were collected by descriptive rubric. In addition, the questionnaires offered not only useful clues for the developments of the student’s incentive both in written and in digital narration but also their opinions as for the useful role of the interactive whiteboard.
The results confirmed both the findings of the bibliography and the research hypotheses. Thus, the dynamic of the interactive whiteboard for the skill’s development of the written speech and the benefits of the use of digital narration into the educational process were shown up.

digital storytelling, written speech, narration, interactive smartboard, educational scenario, early primary education

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https://pergamos.lib.uoa.gr/uoa/dl/object/2317684