Development of Tpack: The Impact of Digital Storytelling

Year 2022, Volume: 10 Issue: 2, 595 - 614, 30.08.2022

Tuğba Uygun

https://doi.org/10.18506/anemon.1056200

Cited By: 1

Abstract

It may be important to provide preservice mathematics teachers with opportunities to acquire necessary knowledge and skills about digital stories and use them effectively in their classrooms by enhancing their professional development. Hence, the study focused on how professional development workshops about digital storytelling impacted 60 preservice middle school mathematics teachers’ (PMSMTs) technological pedagogical content knowledge. The present study was conducted in the context of four professional development workshop series focusing on digital storytelling based on four main objectives. In the study designed based on multiple case study, the data were collected via videotapes of the workshops, interviews and artefacts produced by the preservice middle school mathematics teachers. The data were analysed using the framework formed through the study. The findings of the study showed that these workshops enhanced the development of the preservice middle school mathematics teachers on technological pedagogical content knowledge in relation to digital storytelling. They represented the content knowledge, technological content knowledge, and technological pedagogical content knowledge in their lesson plans designed by using their digital stories. Moreover, specialized technological pedagogical content knowledge for digital storytelling could be formed to enhance their preparation of the lessons using these stories.

Keywords

Digital Storytelling, Mathematics, Professional Development, Technological Pedagogical Content Knowledge

Teknolojik Pedagojik Alan Bilgisinin Gelişimi: Dijital Öykülemenin Etkisi

Abstract

Matematik öğretmen adaylarının mesleki gelişimlerini artırarak dijital öyküler hakkında gerekli bilgi ve becerileri edinmelerine ve sınıflarında etkin bir şekilde kullanmalarına olanak sağlanması önemli olabilir. Bu çalışmada, öğretmen adaylarının teknolojik pedagojik alan bilgilerini geliştirmelerine yardımcı olmak amacıyla dijital öykülerle ilgili olarak tasarlanan çalıştayın öğretmen adaylarının mesleki gelişimlerine etkisi araştırılmıştır. Bu nedenle, çalışma, dijital öyküleme anlatımı ile ilgili mesleki gelişim atölyelerinin tasarlanmasını temel almaktadır. Bu çalıştaya ve çalışmaya 60 ilköğretim matematik öğretmeni adayı katılmıştır. Ardından, dijital öyküleme temel alınarak gerçekleştirilen çalıştayın katılımcıların teknolojik pedagojik alan bilgilerini nasıl etkilediğine odaklanmıştır. Bu çalışma, dört ana amaca dayalı olarak dijital öyküleme anlatımına odaklanan dört mesleki gelişim atölyesi dizisi bağlamında yürütülmüştür. Çoklu durum çalışmasına dayalı olarak tasarlanan çalışmada veriler, ortaokul matematik öğretmen adayları tarafından yapılan atölye çalışmaları, görüşmeler ve eserlere ait kayıtlar aracılığıyla toplanmıştır. Veriler, çalışma sürecinde oluşturulan analiz çerçevesi kullanılarak analiz edilmiştir. Araştırmanın bulguları, bu çalıştayların ortaokul matematik öğretmen adaylarının dijital öyküleme anlatımı ile ilgili teknolojik pedagojik alan bilgisi geliştirmelerini geliştirdiğini göstermiştir. Alan bilgisi, teknolojik alan bilgisi ve teknolojik pedagojik alan bilgisini dijital öykülemelerden yararlanarak hazırladıkları ders planlarında temsil etmişlerdir.

Keywords

Dijital Öyküleme, Matematik, Profesyonel Gelişim, Teknolojik Pedagojik Alan Bilgisi

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