COMPARISON OF DIGITAL STORYTELLING AND 2018 TURKISH CURRICULUM

In this study, it is aimed to compare digital storytelling and reading, writing, speaking, listening / watching objectives in the Turkish curriculum has published in 2018. Thus, it is hoped that the study will contribute to the literature in order to reveal the similarities between the digital story and program objectives. Document analysis method was used as data collection tool in the research and content analysis technique was used in data analysis. The sample of the study is a criterion sampling from the purposeful sampling types. In the research, at least one of the basic skills aimed to be gained in Turkish lessons and the studies on the digital story and the Turkish Curriculum (for the 2nd, 3rd and 4th grades) were examined. The objectives in the Turkish Curriculum have been grouped under four basic language skills: listening, writing, reading and speaking. Accordingly, the expressions in the program and the structure or characteristics of the digital story overlap with each other. In conclusion, it is reached that digital storytelling and listening, writing, reading and speaking objectives in Turkish curriculum overlap with each other. From these re sults, it can be suggested that digital storytelling should be included in Turkish curriculum in order to increase the usage of digital story by students and teachers and to provide education integration.

Keywords

digital Storytelling, Turkish Curriculum, reading, writing, listening, speaking