Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

Abstract

The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.

Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers

“…Most previous studies on DST only frame the use of digital storytelling to teach pre-service teachers in their education programs as well as their preparation to teach using DST in the future classrooms (Islim et al, 2018 Ozüdogru andAkir, 2020;Shinas & Wen, 2022). Meanwhile, related to the use of digital storytelling done by teacher educators in pre-service teachers' TPACK competence training, several researchers have done studies in that context (Kukul, 2023;Wang, 2016). However, studies which focus on how designing digital storytelling book develops the preservice teachers' TPACK competence is still underexplored.…”

Evaluating Future Trends of Digital Storytelling in Higher Education: A Bibliometric Analysis

“…Evaluating Future Trends of Digital Storytelling in Higher Education: A Bibliometric Analysis On the other hand, Kukul [42] highlighted that it is difficult for teachers to share knowledge with learners appropriately without digital storytelling. This lack of digital storytelling is uncomfortable for learners as it poses a problem for their way of learning [43].…”