ASSESSING PRESERVICE SOCIAL STUDIES TEACHERS’ EXPERIENCES IN DESIGNING DIGITAL MATERIALS DURING THE DISTANCE EDUCATION PROCESS

The aim of this study is to assess the experiences of pre-service social studies teachers in designing digital materials during the distance education process, based on various variables. This study employed an embedded mixed-methods design. The study group consisted of thirty pre-service social studies teachers enrolled in a third-year “Material Design in Social Studies Teaching” course at a university in the Southeastern Anatolia region of Turkiye. Data collection instruments included the Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS), Individual Innovativeness Scale (IS), Technology Integration Strategies Scale (TIS), a semi-structured interview form, and participant diaries. The quantitative data were analysed using parametric and non-parametric tests, while qualitative data underwent thematic analysis. Mixedmethod integration was achieved through joint displays to combine quantitative and qualitative findings. Following the completion of the digital material development process, an increase was observed in preservice teachers’ self-assessment of their technological pedagogical content knowledge, their perceptions of individual innovation, and their perceptions of technology integration strategies. The qualitative findings (interviews and diaries) support the quantitative results, which demonstrated statistically significant mediumto- large effect sizes. To ensure the integration of technology by pre-service teachers, it is recommended that they be provided with opportunities to develop digital materials.