Digital Stories and Their Integration in Early Childhood and Primary Education: Teaching Scenarios and Practical Ideas

Jim Prentzas (Editor)
Democritus University of Thrace, School of Education Sciences, Department of Education Sciences in Early Childhood, Nea Chili, Alexandroupolis, Greece

Series: Education in a Competitive and Globalizing World
BISAC: EDU010000

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This book is an edited collection of chapters regarding the integration of digital stories in the classroom, focusing on early childhood and primary education. Storytelling has always been an effective way of teaching all ranges of subjects at all educational levels, especially in early childhood and primary education. Digital storytelling combines the advantages of storytelling and digital tools. Digital stories attract the interest of students and provide them with motives to take part in learning activities in collaboration with their classmates and teachers. They have become a popular resource of Information and Communications Technology (ICT).

Digital stories can be a valuable tool to educators. However, as is the case with many ICT resources, teachers need practical ideas about how to integrate them in teaching and learning. This book covers a gap in the international bibliography regarding digital storytelling. It discusses teaching scenarios that exploit digital stories in a wide range of subjects in early childhood and primary education. Subjects covered in teaching scenarios discussed in this book include language, time concepts, music, poetry, social tolerance in multicultural societies, mathematics, environmental issues, foreign language learning, healthy nutrition, mythology and geography. Such a diversity of issues concerning integration of digital stories in early childhood and primary education has not been dealt with in other published books until now.

The discussed teaching scenarios involve two- and three-dimensional digital stories implemented with the visual programming tools Scratch and Alice. Scratch is implemented by the Massachusetts Institute of Technology (MIT) and enables the creation of two-dimensional multimedia applications. Alice is implemented by Carnegie Mellon and enables the creation of three-dimensional multimedia applications. Both of these tools are available at no charge and are popular in education throughout the world. The created digital stories have been combined with self-assessment e-activities created with JClic to provide further advantages to students. JClic is a free software tool implemented in Spain that enables the creation of interactive assessment activities addressed to early childhood and elementary education.

The book is organized into three main parts and consists of ten chapters. The first part consists of two chapters discussing general background issues concerning storytelling, ICT and digital storytelling in education. The second part consists of four chapters discussing teaching scenarios involving early childhood education. The third part consists of four chapters discussing teaching scenarios regarding primary education. (Imprint: Nova)

Preface

Part I. Storytelling, ICT and Digital Storytelling in Education: Background Issues

Chapter 1. A Short Introduction to Stories and/in Education
Villy Tsakona (Democritus University of Thrace, Greece)

Chapter 2. Integration of ICT and Digital Storytelling in Early Childhood and Primary Education: A Brief Survey
Jim Prentzas (Democritus University of Thrace, Greece)

Part II. Digital Storytelling in Early Childhood Education

Chapter 3. Teaching Young Children Concepts Involving the Seven Days of the Week: Integrating Poetry and Music in Digital Stories
Efthymia Penderi, Zoubeida Emin Memet, Christina Hatzibei and Stella Tsesmeli (Democritus University of Thrace, Greece)

Chapter 4. Using Digital Stories to Teach Issues Regarding the Four Seasons of the Year to Early Childhood Students
Nektaria Akidou and Pelagia-Maria Vasileiou (Democritus University of Thrace, Greece)

Chapter 5. Using Digital Stories to Teach Diversity Acceptance to Kindergarten Students
Asimina Mpai and Maria-Eleni Chatzianastasiou (Democritus University of Thrace, Greece)

Chapter 6. Using Digital Stories to Teach Mathematical Concepts to Early Childhood Students
Aikaterini Dimitriadou and Stiliani Papanikolaou (Democritus University of Thrace, Greece)

Part III. Digital Storytelling in Primary Education

Chapter 7. Integrating English as a Foreign Language and Digital Storytelling in Environmental Education: An Interdisciplinary Approach in Primary Education
Theodora Nerantzaki (Democritus University of Thrace, Greece)

Chapter 8. Learning the Food Pyramid, Food Groups and their Origin: A Teaching Scenario using the Educational Software Tools Scratch, Alice and JClic
Dimitra Karapatsoudi and Aikaterini Pantelidou (Democritus University of Thrace, Greece)

Chapter 9. Teaching Herculean Labors to Primary Education Students with Digital Stories
Syrmo Kapoutsi and Fotini Konstantinou (Democritus University of Thrace, Greece)

Chapter 10. Using Digital Stories to Teach Geography in Primary School
Eleni Grigoriou (Democritus University of Thrace, Greece)

Index

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