Action research on integrating digital storytelling and role-playing into the instruction of network etiquette for upper-grade elementary students

• Main Authors: Hou, Yi-Wen, 侯怡彣
• Other Authors: Chen, Chao-Hsiu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/894nsc

碩士 === 國立交通大學 === 教育研究所 === 107 === This study integrates role-playing and digital storytelling into the instructional design of network etiquette for upper-grade elementary students. The instructional content focuses on the four core values: respect, etiquette, self-control, and responsi-bility, and the instructional goal is to help students acquire the understanding about appropriate online behaviors. The researcher employs methods of action research to conduct this study. The participants are 26 five-graders of a class in the Xinbei city. After completing the in-structional design of network etiquette, the author implemented two cycles of instruc-tion in the participants’ class. The researcher who is also the teacher of the class ob-served what and how the participants changed in their knowledge about, attitudes to-ward, and behavior of the network etiquette during and after the instruction. The re-searcher discovered and reflected on issues and obstacles encountered during the two cycles of instruction and, therefore, several revisions regarding how to improve the instructional design are concluded. The major findings are as follows: (1) after the two cycles of instruction, the students improved their knowledge about, attitudes toward, and behavior of the net-work etiquette; (2) integrating role-playing and digital storytelling into the instruc-tional design of network etiquette could enhance students’ learning motivation and attitude about network etiquette; (3) students could conduct the activities of digital storytelling and peer critique more smoothly if they use the software they are familiar with; (4) elementary students could have difficulties in differentiate concepts about network etiquette from concepts about cyberbully; (5) elementary students tend to count on teachers and parents to deal with conflicts they encounter online and, re-garding network etiquette, they emphasize regulation from others over self-regulation; and (6) action research on network etiquette could improve the teacher’s professional development. The findings could provide the instructional designers and researchers of network etiquette with constructive suggestions. Keywords: network etiquette, network character education, role-playing, digital storytelling