The Effect of Digital Story Preparation on Technological Pedagogical Content Knowledge (TPCK) Self-confidence

Yelken, Tuğba Yanpar; Çocuk, Halil Erdem; Konokman, Gamze Yavuz; Pan, Volkan Lütfi

doi:10.1080/09720073.2015.11891868

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…Yavuz (2015) investigated the effect of creating digital story on resistance behaviours and learning approaches of teacher candidates. Sadik (2008) and Razmi et al (2014) studied the effect of preparing digital stories on language skills of learners while Yanpar et al (2015) examined the effects of preparing digital stories on technological pedagogical field knowledge of teacher candidates, Çıralı (2014) investigated the effect of digital storytelling on students' visual memory capacity and writing skills, and Balaman (2016) studied the influence of digital storytelling on students' attitudes towards teaching techniques. Use of digital story in open learning systems is argued by Yüzer and Kılınç (2015) while digital story narration as a means of expression is discussed by Küngerü (2016) the changing nature of storytelling through technology during teaching process by Kocaman (2015) and digital narration in children as a technology-focused visual communication and a dynamic way of visual communication by Bedir (2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Web Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates

Çocuk

Yelken

2018

EDU

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The technological developments that have directed 21st century skills have brought new content and dimension to narrative by integrating story narration, one of the earliest verbal narrative skills of mankind, with digital technology. The purpose of this study is to determine the effect of web-based digital story preparation on the literacy self-efficacy perceptions of Turkish teacher candidates in the digital media using pre-test, posttest, experimental-control group and semi-experimental design. A total of 60 teacher candidates, including 30 experimental groups and 30 control groups attending to the Teaching Principles and Methods Course in Mersin University Education Faculty Turkish Education Department participated in the study in 2016-2017 academic year. The research data were collected by the "Digital Media-Oriented Literacy Self-efficacy Scale" developed by the researchers. As a result of the study, Digital Media-Oriented Literacy Self-efficacy levels were observed to increased in both groups. However, a statistically significant difference was found only between pre-test and post-test scores of the self-efficacy perceptions of the Turkish teacher candidates who prepared a web-based digital story in the cooperative learning approach. It is suggested regarding the results of the study that in other studies, digital storytelling approach can be utilized by taking into consideration the content of both field and cultural courses, and also that researchers can investigate the effects of digital storytelling in terms of various variables.

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Section: Introductionmentioning

confidence: 99%

The Effect of the Web Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates

Çocuk

Yelken

2018

EDU

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A material for education process and the Teacher: the use of digital storytelling in preschool science education

Yilmaz

Sığırtmaç

2020

Research in Science & Technological Education

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The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

Torun¹

2020

Review of International Geographical Education Online

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The aim of this study is to determine the effect of a textbook preparation process supported by instructional technology tools on the TPACK (Technological Pedagogical Content Knowledge) selfconfidence level of prospective Social Studies teachers. The research was carried out using a sequential descriptive design with a mixed method design. Quantitative data were collected before and after the implementation process and the qualitative data were collected after the implementation process. Quantitative data were collected by the Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale; and qualitative data were collected by a metaphor form and a BLOB tree self-assessment form. Quantitative data were analyzed by a Paired Samples t-test and qualitative data were analyzed by content analysis. A total of 53 prospective Social Studies teachers, from a public university in Turkey, participated in the research. The results of the analyses showed there were statistically significant differences between pre-test and post-test scores in the levels of TPACK self confidence amongst prospective Social Studies teachers. The selfconfidence scores were in favor of the post-test. Furthermore, while prospective teachers have created negative metaphors about their TPACK self-confidence before the implementation process, they created more positive metaphors after the implementation process. According to the results of the BLOB tree self-assessment, it was revealed that the TPACK self-confidence levels increased amongst the prospective Social Studies teacher participant group.

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The Effect of Digital Story Preparation on Technological Pedagogical Content Knowledge (TPCK) Self-confidence

Cited by 3 publications

References 3 publications

The Effect of the Web Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates

The Effect of the Web Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates

A material for education process and the Teacher: the use of digital storytelling in preschool science education

The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

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