The Effect Of Digital Storytelling On The Development Of Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge

Abstract

Digital storytelling (DST) is, in general terms, a form of storytelling created by incorporating technological elements into traditional storytelling. DST has begun to be used frequently in education. Digital stories are utilised to provide information or instruction on personal stories, historical events or a specific subject. One of the subjects studied is the effect of DST on the Technological Pedagogical Content Knowledge (TPACK) of teachers and prospective teachers. DST helps to integrate the curriculum, pedagogy and technology holistically with advantages such as active participation, development of skills and development of the learner as a person. The aim of this study is to examine the effect of DST on the development of TPACK in preservice secondary mathematics teachers. A transformative mixed research method was used in the study. The participants were 44 preservice mathematics teachers studying in their final year at a state university in Turkey. The data were obtained through a demographic form, the TPACK-Math scale, lesson plans and interviews. For the data analysis, the paired samples t-test, Wilcoxon signed-rank test, Shapiro-Wilk test and TPACK diagram were used. As a result of the research, it was seen that DST enabled the development of the preservice teachers’ TPACK knowledge. In addition, it was determined that the prospective teachers felt most comfortable in using the software, whereas they had the most difficulty in creating the script.