Supervisors info:
Θαρρενός Μπράτιτσης, Καθηγητής, Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Δυτικής Μακεδονίας
Summary:
In recent years, the debate on the development of soft skills in the context of education as a whole, but also of creativity in particular, has intensified as a result of social changes and the corresponding demands of the workplace in particular. At the same time, technology is proving to be a great help in any modern educational endeavour. Therefore, in this research paper, after a theoretical framing of the terms creativity and digital storytelling, as well as the mapping of the past and the current legislative framework of kindergarten regarding these two issues, the impact of the digital storytelling technique on the creativity of a group of 14 kindergarten children in a Greek public kindergarten in the area of Kolonos is examined through a comparative study. The research was carried out using the method of observation and diary keeping. In conducting the experiment, the sample kindergarten students participated in creative writing activities based on the StoryLogicNet (SLN) tool as a diagnostic test and were then divided into two groups in order to build the ending of a digital story. One group was provided with exclusively printed materials, as opposed to the other, which only interacted with digital tools. The results of the conducted experiment show a positive effect on the creative flexibility, analysis and fluency skills of students who followed the digital storytelling method compared to traditional creative writing, while the students' creative originality seems to be unaffected and at low levels in both cases.
Keywords:
creativity, digital storytelling, early childhood education, information and communication technologies
