Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences and Future Integration Plans

Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

“…Particularly, its contribution to the learning environment had an important role in their assessment. The given situation was consistent with the studies found in the literature (Islim et al, 2018; Karataş et al, 2018; Kilic and Sancar-Tokmak, 2017). Particularly mathematics pre-service teachers’ belief in concreting the course to change the attitude towards mathematics showed similarities with the study conducted by Kilic and Sancar-Tokmak (2017).…”

“…The given situation was consistent with the studies found in the literature (Islim et al, 2018; Karataş et al, 2018; Kilic and Sancar-Tokmak, 2017). Particularly mathematics pre-service teachers’ belief in concreting the course to change the attitude towards mathematics showed similarities with the study conducted by Kilic and Sancar-Tokmak (2017). In the relevant study, pre-service teachers believed that the attitude towards mathematics can be changed with digital storytelling.…”

“…Although some of the pre-service teachers mentioned that they can ask their students to prepare digital stories, some of them highlighted that they can use the stories which they will prepare on their own. The given finding also shows similarities with the study conducted by Kilic and Sancar-Tokmak (2017). It may be more valuable for teachers to make their students active in the learning environment and develop their own stories in the digital storytelling process.…”

“…Pre-service teachers stated that their TPACK levels improved after the digital story creation process (Sancar-Tokmak et al, 2014). In the study conducted by Kilic and Sancar-Tokmak (2017) with prospective classroom teachers, they stated that they intend to use digital storytelling in the future to attract learners' attention and support learning in their classrooms. In addition, digital storytelling increases pre-service teachers' technological competencies and their belief that technology can change educational environments (Heo, 2009).…”

“…(Joo et al, 2018). When the digital storytelling literature is examined, it is seen that some researches are about the perceptions of teachers or pre-service teachers on digital storytelling (Condy et al, 2012; Karataş et al, 2018; Kilic and Sancar-Tokmak, 2017; Kocaman-Karoglu, 2014; Yuksekyalcin et al, 2016); some researches are about the effect of digital storytelling on different variables like motivation, achievement, etc. (Hung et al, 2012; Nam, 2017; Yang and Wu, 2012); some researches are about the effect of digital storytelling on TPACK skills (Sancar-Tokmak et al, 2014; Sancar-Tokmak and Yanpar-Yelken, 2015).…”