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the next questions have provided us with the following answers, as it may be seen in the Figure 6.

Figure 6 the next questions have provided us with the following answers, as it may be seen in the Figure 6.

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The second item was an open-ended one. Respondents had to specify where they heard about thi
The second item was an open-ended one. Respondents had to specify where they heard about thi
showed in Figure 3. The results indicate that according to 104 respondents, digital storytelling enhances curiosity in a
showed in Figure 3. The results indicate that according to 104 respondents, digital storytelling enhances curiosity in a
Figure 4. Teachers’ opinion regarding the use of digital storytelling in order to achieve child centredness Sadik (2008) developed a study with 280 students aged 6 to 15, during three months in two private schools in Qena, Egypt. The results showed that students stayed engaged in the activity if they were actively engaged in the process of learning, using storytelling. The next open-ended question requested the subjects to identify the concrete ways in which the teacher can achieve child centeredness by using digital storytelling. The most common answers were: focusing learning topics on children’s points ot! interest, adapting the content to children’s individual characteristics, creating stories for therapy, using the child as a main character in a story, giving the opportunity for the children to create stories and to choose their favourite subjects, by individualizing and differentiating the learning contents, creating digital stories about different problems that children have during different activities and trying to solve these problems through digital stories, using different applications and educational software, Tyne to the fact that kinderoarten educators/teachere are the moact canahle adults to nee dioital Sadik (2008) developed a study with 280 students aged 6 to 15, during three months in two private
Figure 4. Teachers’ opinion regarding the use of digital storytelling in order to achieve child centredness Sadik (2008) developed a study with 280 students aged 6 to 15, during three months in two private schools in Qena, Egypt. The results showed that students stayed engaged in the activity if they were actively engaged in the process of learning, using storytelling. The next open-ended question requested the subjects to identify the concrete ways in which the teacher can achieve child centeredness by using digital storytelling. The most common answers were: focusing learning topics on children’s points ot! interest, adapting the content to children’s individual characteristics, creating stories for therapy, using the child as a main character in a story, giving the opportunity for the children to create stories and to choose their favourite subjects, by individualizing and differentiating the learning contents, creating digital stories about different problems that children have during different activities and trying to solve these problems through digital stories, using different applications and educational software, Tyne to the fact that kinderoarten educators/teachere are the moact canahle adults to nee dioital Sadik (2008) developed a study with 280 students aged 6 to 15, during three months in two private
Figure 7. Teachers’ interest for participating in a project about digital storytelling project regarding this field. 88 percent agreed, and 12 percent did not. Figure 7 presents the results.
Figure 7. Teachers’ interest for participating in a project about digital storytelling project regarding this field. 88 percent agreed, and 12 percent did not. Figure 7 presents the results.
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