Teknolojik Pedagojik Alan Bilgisinin Gelişimi: Dijital Öykülemenin Etkisi

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.