Digital Storytelling as a Self-Regulated Learning Tool

Introduction

With the use of information and communication technologies in educational environments, there are various opportunities for individuals to express themselves better, to recognize their own potential and to develop themselves in different fields. In today's society, new skills and competences required students to prepare their work environment and life is the focal point of both the education and business world. Because in real life and business environments, using competencies such as communication, problem-solving and critical thinking, creativity and collaboration is an obligation. These skills and competences associated with knowledge management and technology, including selection, integration, analysis, sharing and achievement of knowledge, are also important in terms of 21st century skills. The 21st century skills of learning and innovation skills, knowledge, media and technology skills and life and professional skills require individuals to be critical thinkers, creative thinkers, individuals who use technology effectively and efficiently in these thinking processes and practices. In this context, different learning-teaching approaches, methods, techniques and technologies are used in the training of individuals who have these skills and competences. When the literature is examined, it is emphasized that self-regulated learning and digital storytelling process can be effective in bringing these skills and competences to the students (Jakes & Brennan, 2005a, Robin, 2008, Wolters, 2010, Yuksel, Robin, & McNeil, 2011, Lüftenegger, Schober, de Schoot, Wagner, & Finsterwald, 2012, Yang & Wu, 2012, Karakoyun, 2014, Kotluk & Kocakaya, 2015, Niemi & Multisilta, 2016, Karlen, Compagnoni, Hirt, Suter, & Maag Merki, 2016).

Simple or complex, stories, used to describe real life or fantastic events and situations, both because they have a fun structure and because they make the emotions move it uses from communication to instruction in many area, are used in many area (Kearney, 2011; Kocaman Karoğlu, 2015, Turgut & Kışla, 2015, Yüksel Arslan, 2016, Bedir Erişti, 2016). Digital stories in terms of education have the possibility of using in different discipline such as technology integration, literacy studies, teacher education, creative writing and thinking, social and cultural studies, health education, language teaching, history teaching, science and technology (Meyer & Bogdan, 2001, McLellan, 2007, Gakhar, 2007, Oppermann, 2008, Robin, 2008, Kahraman, 2013, Turgut & Kışla, 2015). Despite the fact that storytelling is an old approach, digital storytelling is seen as a new form of this old approach that has been revised and adapted to the learning features of the 21st century (Jakes & Brennan, 2005a, Sadik, 2008). Digital storytelling differs from traditional storytelling not only keep listeners in the position of listeners, but also to shape their stories and interact with their stories, on the other hand as a storytelling tool, using of information and communication technologies (Dörner, Grimm & Abawi, 2002).