Preservice Mathematics Teachers’ Opinions on the Use of Digital Stories and Instructional Environments

Year 2017, Volume: 6 Issue: 3, 1189 - 1210, 30.10.2017

İlknur Özpınar

https://doi.org/10.14686/buefad.340057

Cited By: 14

Abstract

The purpose of this study is to examine
preservice teachers’ opinions on the process of preservice education with
components through which they learn digital storytelling, develop digital
storytelling activities and observe how teachers implement the activities they
develop and discuss the effectiveness of those activities. Having been carried
out with the case study method, participants of the study were 54 preservice
teachers who are attending the third year of the mathematics education
department in the Faculty of Education at a state university. The data of the
research were collected with written interview forms. At the end of the study,
it was revealed that the preservice teachers had technical problems when
preparing the digital stories and had experienced difficulties in the process
of creating a scenario. Moreover, majority of the preservice teachers stated
that using the digital storytelling in instructional processes has many
educational advantages such as active participation, achievement, motivation
and creativity and reported positive opinions on the application.

Keywords

digital storytelling, technological integration, preservice teachers, mathematics education

Matematik Öğretmeni Adaylarının Dijital Öyküleme Süreci ve Dijital Öykülerin Öğretim Ortamlarında Kullanımına Yönelik Görüşleri

Abstract

Çalışmanın amacı öğretmen adaylarının, dijital öykülemeyi öğrendikleri, dijital öyküler oluşturdukları,
öykülerin gerçek sınıf ortamında uygulamalarını gözlemledikleri ve
uygulamaların etkililiklerini tartıştıkları bir hizmet-öncesi eğitim süresince,
süreç üzerine düşüncelerini incelemektir. Özel durum çalışması kapsamında
gerçekleştirilen çalışmanın katılımcılarını bir devlet üniversitesinin Eğitim
Fakültesi matematik öğretmenliği programı üçüncü sınıfına devam eden 54
öğretmen adayı oluşturmaktadır. Araştırmanın verileri yazılı görüş formu ve
yarı-yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Çalışmanın sonunda
öğretmen adaylarının dijital öyküleri hazırlarken teknik sorunlarla
karşılaştığı ve senaryo oluşturma sürecinde zorlandıkları ortaya çıkmıştır.
Ayrıca öğretmen adaylarının büyük çoğunluğu dijital öykülemenin öğretim
sürecinde kullanılmasının; aktif katılım, başarı, motivasyon ve yaratıcılık
gibi pek çok açıdan eğitsel avantajının olduğunu belirtmiş ve uygulamaya
ilişkin olumlu görüş bildirmişlerdir.

Keywords

dijital öyküleme, teknoloji entegrasyonu, öğretmen adayı

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