Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence

Sancar-Tokmak, Hatice; Yelken, Tuğba Yanpar

doi:10.1080/03055698.2015.1043978

Cited by 28 publications

(23 citation statements)

References 17 publications

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“…At the end of the process, the level of TPACK self-efficacy was improved in the courses where ICT was used. Sancar and Yanpar (2015) carried out a study to determine levels of self-confidence about TPACK amongst prospective teachers, and the participating teachers prepared digital stories in the course. Sancar and Yanpar (2015) stated that the preparation of digital stories in the course has improved the levels of selfconfidence about TPACK amongst prospective teachers.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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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Section: Conclusion and Discussionmentioning

confidence: 99%

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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“…It was also observed in the study that the teachers working with the researchers who are information technologies teachers improved their TPACK competence. Previous research confirmed that a specific course focused on technology use helped foreign language teachers combine content, technology and pedagogy to produce better learning outcomes in the classroom (Kurt, Akyel, Kocoglu & Mishra, 2014;Sancar-Tokmak & Yanpar-Yelken, 2015). Content analyses concerning TPACK revealed that teachers from various branches also had similar experiences Yilmaz, 2015).…”

Section: Resultsmentioning

confidence: 88%

Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

Ozbek

Çomoğlu

Baran

2017

CONTEMP EDUC TECHNOL

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This study aims to design of the two activities "introducing an innovation" and "role playing" in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity "introducing an innovation" let students develop an innovation and introduce it in English at a congress hall. The second activity "role playing" had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students' performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in higher social presence than introducing an innovation since the students studied individually in the introduction of an innovation.

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“…In another research, the use of digital narration in open university system developed learners skills in many areas from motivation to collaborative working skill and helps their permanent (Yüzer and Kılınç, 2015). Digital storytelling process also increased pre-service teachers" self-confidence scores (Sancar-Tokmak and Yanpar-Yelken, 2015). Baki and Fevzioğlu (2017) analyzed the effects of digital stories on writing skills of 6 th graders and found that writing skills of the students increased after that process.…”

Section: Discussionmentioning

confidence: 99%

Digital Storytelling Experiences of Social Studies Pre-Service Teachers

Yiğit

2020

IJTE

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The purpose of the present study is to determine the pre-service social studies teachers’ opinions about digital storytelling process that they were experienced during 2018-2019 fall term. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through programs like windows movie maker, IMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them were who generally stated most positive views towards the digital storytelling process and other three were who generally reflected the challenges and difficulties during the process.

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Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence

Cited by 28 publications

References 17 publications

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

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

Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

Digital Storytelling Experiences of Social Studies Pre-Service Teachers

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