Digital Storytelling Skills of Teacher Education Students

Kaecy Valerine  Cariño; Lorie  Anog; Micha-ela  Agullana; Jesrael  Medrano

doi:10.55927/jldl.v3i1.4570

Authors

Kaecy Valerine Cariño University of Saint Louis
Lorie Anog University of Saint Louis
Micha-ela Agullana University of Saint Louis
Jesrael Medrano University of Saint Louis

DOI:

https://doi.org/10.55927/jldl.v3i1.4570

Keywords:

Digital Storytelling, Teacher Education Students, Digital Storytelling Skills, Majors, Field of Specializations

Abstract

Digital storytelling is regarded as a pedagogical tool that can engage students in meaningful learning. As a result, the importance of digital storytelling has become more necessary among teachers to make learning more meaningful even in the online setup. This study was conducted to assess the digital storytelling skills of the 3^rd year Teacher Education students of a Catholic University in Northern Philippines. A quantitative research design employing a descriptive method was used to assess the digital storytelling skills of the participants. The results of the study revealed that there is no significant difference in the digital storytelling skills of the participants, whether they are grouped according to major or field of specialization, in which participants gained low scores, implying that they need improvement in their digital storytelling skills.

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