Araştırma Makalesi
BibTex RIS Kaynak Göster

Development of Tpack: The Impact of Digital Storytelling

Yıl 2022, Cilt: 10 Sayı: 2, 595 - 614, 30.08.2022

Tuğba Uygun

https://doi.org/10.18506/anemon.1056200

Öz

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.

Anahtar Kelimeler

Digital Storytelling Mathematics Professional Development Technological Pedagogical Content Knowledge

Kaynakça

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: advances in technology and pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1) 1-14. https://doi.org/10.1207/s15327809jls1301_1
  • Behmer, S., Schmidt, D. & Schmidt, J. (2006). Everyone has a story to tell: Examining digital storytelling in the classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 655-662). Chesapeake, VA: AACE.
  • Bowers, J. S. & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285-304. https://doi.org/10.1007/s10857-011-9168-x
  • Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  • Chang CY. (2001). Comparing the impacts of a problem-based computer – assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education Technology, 10(2), 147–153.
  • Chung, S. (2006). Digital storytelling in integrated arts education. The International Journal of Arts Education, 33-50.
  • Cobb, P. (2000). Conducting classroom teaching experiments in collaboration with teachers. In A. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 307–334). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. https://doi.org/10.3102/0013189X032001009
  • Cobb, P., Stephan, M., McClain, K. & Gravemeijer, K. (2011). Participating in classroom mathematical practices. In Sfard, A., Yackel, E., Gravemeijer, K., & Cobb, P. (Eds.), Journey in mathematics education research (pp. 117– 782163). Netherlands: Springer.
  • Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 1-9.
  • Davis, M. & Waggett, D. (2006) Enhancing pre-service teachers‟ reflective practice via technology competencies and e-portfolio development. Society for Information Technology and Teacher Education. Retrieved on November 10, 2021 from http://www.uvm.edu/pt3/?Page=papers.html&SM=researchsub.html.
  • Egan, K. (1998). The educated mind: How cognitive tools shape our understanding. Chicago: University of Chicago Press.
  • Gürsoy, G. (2021). Digital storytelling: Developing 21st century skills in science education. European Journal of Educational Research, 10(1), 97-113. doi: 10.12973/eu-jer.10.1.97.
  • Hall, L. & Hudson, R. (2006). Cross-curricular connections: Video production in a K-8 teacher preparation program. Contemporary Issues in Technology and Teacher Education, 6(3), 328-341.
  • Haven, K. (2000). Super simple storytelling: A can-do guide for every classroom, every day. Englewood, CO: Teacher Ideas Press.
  • Hervey, L. G. (2014). Between the notion and the act: Veteran teachers’ TPACK and practice in 1:1 settings. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 165-189). New York: Springer.
  • Hibbing, A.N., & Rankin-Erikson, J. L. (2003). A picture is worth a thousand words: using visual images to improve comprehension for middle school struggling readers. Reading Teacher, 56(8), 758-770.
  • Hofer, M. & Swan, K. (2006). Digital storytelling: moving from promise to practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, March 19 (pp. 679-684). Chesapeake, VA: AACE.
  • Istenic Starčič, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging pre-service primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29–50. https://doi.org/10.1111/bjet.12253
  • Jonassen, D. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35 (3), 362-382. https://doi.org/10.1080/15391523.2003.10782391
  • Karaoğlan-Yılmaz, F. G., Gökkurt-Özdemir, B., & Yaşar, Z. (2018). Using digital stories to reduce misconceptions and mistakes about fractions: an action study. International Journal of Mathematical Education in Science and Technology, 49(6), 867-898. https://doi.org/10.1080/0020739X.2017.1418919
  • Kearney, M. (2009). Investigating digital storytelling and portfolios in teacher education. Proceedings of Ed‐Media 2009 World Conference on Educational Multimedia, Hypermedia and Telecommunications. Edited by: Fulford, C. and Siemens, G. pp.1987–96. Chesapeake, VA: AACE.
  • Kearney M. (2011). A learning design for student-generated digital storytelling. Learn, Media Technology, 36(2), 169–188. https://doi.org/10.1080/17439884.2011.553623
  • Kim, H. (2006). How do we change preservice teachers’ perceptions of scientists using digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 689-691). Chesapeake, VA: AACE.
  • Kinuthia, W., Brantley-Dias, L., & Junor-Clarke, P. A. (2010). Development of pedagogical technology integration content knowledge in preparing mathematics preservice teachers: the role of instructional case analyses and reflection. Journal of Technology and Teacher Education, 18(4), 645-669.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation & Technology (Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 3–29). New York, NY: Routledge.
  • Koehler, M., & Mishra, P. (2009). Technological pedagogical content knowledge (TPACK) [diagram]. Retrieved April 13, 2018, from http://www.tpack.org/tpck/images/tpck/a/al/tpack-contexts.jpg
  • Lasica, J. (2002). Digital tools easier to grasp. USC Annenberg Online Journalism Review. Retrieved on October 27, 2018 from http://www.ojr.org/ojr/lasica/1034121182.php
  • Lathem, S. (2005). Digital storytelling and professional development: New media for ancient tradition. Society for Information Technology and Teacher Education. March 1-5, 2005, Phoenix, AZ. Retrieved on September 10, 2021, from http://www.uvm.edu/pt3/?Page=papers.html&SM=researchsub.html.
  • Lee, S. C. (2001). Development of instructional strategy of computer application software for group instruction. Computers & Education, 37(1), 1–9. https://doi.org/10.1016/S0360-1315(01)00020-3
  • Macquire, J. (1998). The power of personal storytelling: Spinning tales to connect with others. New York: Putnam.
  • Malita, L., & Martin, C. (2010). Digital Storytelling as web passport to success in the 21st Century. Procedia - Social and Behavioral Sciences, 2(2), 3060-3064. https://doi.org/10.1016/j.sbspro.2010.03.465
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz-Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020
  • Mudzimiri, R. (2012). A study of the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Publication No. 3523442).
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interact Learning Environment, 25(3), 412–427. https://doi.org/10.1080/10494820.2015.1135173
  • National Council for Accreditation of Teacher Education (2012). CAEP announces commission on standards and performance reporting: Will raise the bar for educator preparation. Washington, DC: NCATE.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M.L., Ronau, R.N., Shafer, K.G., Driskell, S.O., Harper, S.R., Johnston, C., Browning, C., Özgün-Koca, S.A. & Kersaint, G. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. https://doi.org/10.2190/EC.44.3.c
  • Preiner, J. (2008). Introducing dynamic Mathematics software to Mathematics teachers: the case of GeoGebra. Unpublished doctoral dissertation. University of Salzburg, Austria Schumann.
  • Powell, J.V., Aeby, V.G. & Carpenter-Aebyc, T. (2003). A comparison of student outcomes with and without teacher facilitated computer-based instruction. Computers & Education, 40(2), 183–191. https://doi.org/10.1016/S0360-1315(02)00120-3
  • Rijnja G. & Van der Jagt R. (2004). Storytelling: De kracht van verhalen in communicatie. Alphen aan den Rijn The Netherlands: Kluwer.
  • Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006, 709-716. Chesapeake, VA: AACE.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228. https://doi.org/10.1080/00405840802153916
  • Rudnicki, A. (2009). Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum. Unpublished doctoral dissertation. University of Houston, Houston, TX.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506. https://doi.org/10.1007/s11423-008-9091-8
  • Samaras, A. P., & Fox, R. K. (2013). Capturing the process of critical reflective teaching practices through e-portfolios. Professional Development in Education, 39(1), 23–41. https://doi.org/10.1080/19415257.2012.682318 Schiro, M. (2004). Oral storytelling and mathematics. Pedagogical and multicultural perspectives. Thousand Oaks, NJ: Sage Publications.
  • Schank, D. (1990). Tell Me a Story: Narrative and Intelligence. Evanston, IL: Northwestern University Press.
  • Stephan, M., Bowers, J., Cobb, P., & Gravemeijer, K. (2003). Supporting one first-grade classroom’s development of measuring conceptions: analyzing learning in social context. Journal for Research in Mathematics Education Monograph, Reston, VA: NCTM.
  • Tally, B. & Goldenberg, L. B. (2005). Fostering historical thinking with digitized primary sources. Journal of Research on Technology in Education, 38(1), 1–21. https://doi.org/10.1080/15391523.2005.10782447
  • Tsai, C.C. & Chou, C. (2002). Diagnosing students’ alternative conceptions in science. Journal of Computer Assisted Learning, 18, 157–165. https://doi.org/10.1046/j.0266-4909.2002.00223.x
  • Ugoretz, J., & Theilheimer, R. (2006). Making meaning from meaning making: Digital stories in teacher education and the liberal arts. In Proceedings of Society for Information Technology and Teacher Education International Conference 2006, ed. C. Crawford et al., 737–41. Chesapeake, VA: AACE.
  • Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd Twente Student Conference on IT, University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science, Enschede, February 17–18.
  • Wheeldon, D. A. (2008). Developing mathematical practices in a social context: An instructional sequence to support prospective elementary teachers’ learning of fractions. Unpublished doctoral thesis. University of Central Florida, Orlando.
  • Zazkis, R., Liljedahl, P., & Sinclair, N. (2009). Lesson plays: Planning teaching versus teaching planning. For the Learning of Mathematics, 29(1), 40‐47.

Teknolojik Pedagojik Alan Bilgisinin Gelişimi: Dijital Öykülemenin Etkisi

Yıl 2022, Cilt: 10 Sayı: 2, 595 - 614, 30.08.2022

Tuğba Uygun

https://doi.org/10.18506/anemon.1056200

Öz

Matematik öğretmen adaylarının mesleki gelişimlerini artırarak dijital öyküler hakkında gerekli bilgi ve becerileri edinmelerine ve sınıflarında etkin bir şekilde kullanmalarına olanak sağlanması önemli olabilir. Bu çalışmada, öğretmen adaylarının teknolojik pedagojik alan bilgilerini geliştirmelerine yardımcı olmak amacıyla dijital öykülerle ilgili olarak tasarlanan çalıştayın öğretmen adaylarının mesleki gelişimlerine etkisi araştırılmıştır. Bu nedenle, çalışma, dijital öyküleme anlatımı ile ilgili mesleki gelişim atölyelerinin tasarlanmasını temel almaktadır. Bu çalıştaya ve çalışmaya 60 ilköğretim matematik öğretmeni adayı katılmıştır. Ardından, dijital öyküleme temel alınarak gerçekleştirilen çalıştayın katılımcıların teknolojik pedagojik alan bilgilerini nasıl etkilediğine odaklanmıştır. Bu çalışma, dört ana amaca dayalı olarak dijital öyküleme anlatımına odaklanan dört mesleki gelişim atölyesi dizisi bağlamında yürütülmüştür. Çoklu durum çalışmasına dayalı olarak tasarlanan çalışmada veriler, ortaokul matematik öğretmen adayları tarafından yapılan atölye çalışmaları, görüşmeler ve eserlere ait kayıtlar aracılığıyla toplanmıştır. Veriler, çalışma sürecinde oluşturulan analiz çerçevesi kullanılarak analiz edilmiştir. Araştırmanın bulguları, bu çalıştayların ortaokul matematik öğretmen adaylarının dijital öyküleme anlatımı ile ilgili teknolojik pedagojik alan bilgisi geliştirmelerini geliştirdiğini göstermiştir. Alan bilgisi, teknolojik alan bilgisi ve teknolojik pedagojik alan bilgisini dijital öykülemelerden yararlanarak hazırladıkları ders planlarında temsil etmişlerdir.

Anahtar Kelimeler

Dijital Öyküleme Matematik Profesyonel Gelişim Teknolojik Pedagojik Alan Bilgisi

Kaynakça

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: advances in technology and pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1) 1-14. https://doi.org/10.1207/s15327809jls1301_1
  • Behmer, S., Schmidt, D. & Schmidt, J. (2006). Everyone has a story to tell: Examining digital storytelling in the classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 655-662). Chesapeake, VA: AACE.
  • Bowers, J. S. & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285-304. https://doi.org/10.1007/s10857-011-9168-x
  • Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  • Chang CY. (2001). Comparing the impacts of a problem-based computer – assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education Technology, 10(2), 147–153.
  • Chung, S. (2006). Digital storytelling in integrated arts education. The International Journal of Arts Education, 33-50.
  • Cobb, P. (2000). Conducting classroom teaching experiments in collaboration with teachers. In A. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 307–334). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. https://doi.org/10.3102/0013189X032001009
  • Cobb, P., Stephan, M., McClain, K. & Gravemeijer, K. (2011). Participating in classroom mathematical practices. In Sfard, A., Yackel, E., Gravemeijer, K., & Cobb, P. (Eds.), Journey in mathematics education research (pp. 117– 782163). Netherlands: Springer.
  • Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 1-9.
  • Davis, M. & Waggett, D. (2006) Enhancing pre-service teachers‟ reflective practice via technology competencies and e-portfolio development. Society for Information Technology and Teacher Education. Retrieved on November 10, 2021 from http://www.uvm.edu/pt3/?Page=papers.html&SM=researchsub.html.
  • Egan, K. (1998). The educated mind: How cognitive tools shape our understanding. Chicago: University of Chicago Press.
  • Gürsoy, G. (2021). Digital storytelling: Developing 21st century skills in science education. European Journal of Educational Research, 10(1), 97-113. doi: 10.12973/eu-jer.10.1.97.
  • Hall, L. & Hudson, R. (2006). Cross-curricular connections: Video production in a K-8 teacher preparation program. Contemporary Issues in Technology and Teacher Education, 6(3), 328-341.
  • Haven, K. (2000). Super simple storytelling: A can-do guide for every classroom, every day. Englewood, CO: Teacher Ideas Press.
  • Hervey, L. G. (2014). Between the notion and the act: Veteran teachers’ TPACK and practice in 1:1 settings. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 165-189). New York: Springer.
  • Hibbing, A.N., & Rankin-Erikson, J. L. (2003). A picture is worth a thousand words: using visual images to improve comprehension for middle school struggling readers. Reading Teacher, 56(8), 758-770.
  • Hofer, M. & Swan, K. (2006). Digital storytelling: moving from promise to practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, March 19 (pp. 679-684). Chesapeake, VA: AACE.
  • Istenic Starčič, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging pre-service primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29–50. https://doi.org/10.1111/bjet.12253
  • Jonassen, D. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35 (3), 362-382. https://doi.org/10.1080/15391523.2003.10782391
  • Karaoğlan-Yılmaz, F. G., Gökkurt-Özdemir, B., & Yaşar, Z. (2018). Using digital stories to reduce misconceptions and mistakes about fractions: an action study. International Journal of Mathematical Education in Science and Technology, 49(6), 867-898. https://doi.org/10.1080/0020739X.2017.1418919
  • Kearney, M. (2009). Investigating digital storytelling and portfolios in teacher education. Proceedings of Ed‐Media 2009 World Conference on Educational Multimedia, Hypermedia and Telecommunications. Edited by: Fulford, C. and Siemens, G. pp.1987–96. Chesapeake, VA: AACE.
  • Kearney M. (2011). A learning design for student-generated digital storytelling. Learn, Media Technology, 36(2), 169–188. https://doi.org/10.1080/17439884.2011.553623
  • Kim, H. (2006). How do we change preservice teachers’ perceptions of scientists using digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 689-691). Chesapeake, VA: AACE.
  • Kinuthia, W., Brantley-Dias, L., & Junor-Clarke, P. A. (2010). Development of pedagogical technology integration content knowledge in preparing mathematics preservice teachers: the role of instructional case analyses and reflection. Journal of Technology and Teacher Education, 18(4), 645-669.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation & Technology (Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 3–29). New York, NY: Routledge.
  • Koehler, M., & Mishra, P. (2009). Technological pedagogical content knowledge (TPACK) [diagram]. Retrieved April 13, 2018, from http://www.tpack.org/tpck/images/tpck/a/al/tpack-contexts.jpg
  • Lasica, J. (2002). Digital tools easier to grasp. USC Annenberg Online Journalism Review. Retrieved on October 27, 2018 from http://www.ojr.org/ojr/lasica/1034121182.php
  • Lathem, S. (2005). Digital storytelling and professional development: New media for ancient tradition. Society for Information Technology and Teacher Education. March 1-5, 2005, Phoenix, AZ. Retrieved on September 10, 2021, from http://www.uvm.edu/pt3/?Page=papers.html&SM=researchsub.html.
  • Lee, S. C. (2001). Development of instructional strategy of computer application software for group instruction. Computers & Education, 37(1), 1–9. https://doi.org/10.1016/S0360-1315(01)00020-3
  • Macquire, J. (1998). The power of personal storytelling: Spinning tales to connect with others. New York: Putnam.
  • Malita, L., & Martin, C. (2010). Digital Storytelling as web passport to success in the 21st Century. Procedia - Social and Behavioral Sciences, 2(2), 3060-3064. https://doi.org/10.1016/j.sbspro.2010.03.465
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz-Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020
  • Mudzimiri, R. (2012). A study of the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service secondary mathematics teachers. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Publication No. 3523442).
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interact Learning Environment, 25(3), 412–427. https://doi.org/10.1080/10494820.2015.1135173
  • National Council for Accreditation of Teacher Education (2012). CAEP announces commission on standards and performance reporting: Will raise the bar for educator preparation. Washington, DC: NCATE.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M.L., Ronau, R.N., Shafer, K.G., Driskell, S.O., Harper, S.R., Johnston, C., Browning, C., Özgün-Koca, S.A. & Kersaint, G. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. https://doi.org/10.2190/EC.44.3.c
  • Preiner, J. (2008). Introducing dynamic Mathematics software to Mathematics teachers: the case of GeoGebra. Unpublished doctoral dissertation. University of Salzburg, Austria Schumann.
  • Powell, J.V., Aeby, V.G. & Carpenter-Aebyc, T. (2003). A comparison of student outcomes with and without teacher facilitated computer-based instruction. Computers & Education, 40(2), 183–191. https://doi.org/10.1016/S0360-1315(02)00120-3
  • Rijnja G. & Van der Jagt R. (2004). Storytelling: De kracht van verhalen in communicatie. Alphen aan den Rijn The Netherlands: Kluwer.
  • Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006, 709-716. Chesapeake, VA: AACE.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228. https://doi.org/10.1080/00405840802153916
  • Rudnicki, A. (2009). Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum. Unpublished doctoral dissertation. University of Houston, Houston, TX.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506. https://doi.org/10.1007/s11423-008-9091-8
  • Samaras, A. P., & Fox, R. K. (2013). Capturing the process of critical reflective teaching practices through e-portfolios. Professional Development in Education, 39(1), 23–41. https://doi.org/10.1080/19415257.2012.682318 Schiro, M. (2004). Oral storytelling and mathematics. Pedagogical and multicultural perspectives. Thousand Oaks, NJ: Sage Publications.
  • Schank, D. (1990). Tell Me a Story: Narrative and Intelligence. Evanston, IL: Northwestern University Press.
  • Stephan, M., Bowers, J., Cobb, P., & Gravemeijer, K. (2003). Supporting one first-grade classroom’s development of measuring conceptions: analyzing learning in social context. Journal for Research in Mathematics Education Monograph, Reston, VA: NCTM.
  • Tally, B. & Goldenberg, L. B. (2005). Fostering historical thinking with digitized primary sources. Journal of Research on Technology in Education, 38(1), 1–21. https://doi.org/10.1080/15391523.2005.10782447
  • Tsai, C.C. & Chou, C. (2002). Diagnosing students’ alternative conceptions in science. Journal of Computer Assisted Learning, 18, 157–165. https://doi.org/10.1046/j.0266-4909.2002.00223.x
  • Ugoretz, J., & Theilheimer, R. (2006). Making meaning from meaning making: Digital stories in teacher education and the liberal arts. In Proceedings of Society for Information Technology and Teacher Education International Conference 2006, ed. C. Crawford et al., 737–41. Chesapeake, VA: AACE.
  • Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd Twente Student Conference on IT, University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science, Enschede, February 17–18.
  • Wheeldon, D. A. (2008). Developing mathematical practices in a social context: An instructional sequence to support prospective elementary teachers’ learning of fractions. Unpublished doctoral thesis. University of Central Florida, Orlando.
  • Zazkis, R., Liljedahl, P., & Sinclair, N. (2009). Lesson plays: Planning teaching versus teaching planning. For the Learning of Mathematics, 29(1), 40‐47.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Tuğba Uygun 0000-0001-5431-4011

Yayımlanma Tarihi 30 Ağustos 2022
Kabul Tarihi 24 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 2

Kaynak Göster

APA Uygun, T. (2022). Development of Tpack: The Impact of Digital Storytelling. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 10(2), 595-614. https://doi.org/10.18506/anemon.1056200
 Kapak Resmi İndir

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.