A Digital Storytelling Workshop with Mathematics Teachers

This study presents reflections from an online Digital Storytelling Workshop conducted with mathematics teachers. In the study, which was designed as a qualitative case study, the participants comprised four people studying for a master’s degree at a state university in Turkey and who also worked as mathematics teachers in secondary schools. Data were collected through online lesson recordings, a semi-structured interview form, participants’ reflective diaries, and digital stories prepared during the process. Content analysis was used in the analysis of the data. According to the results of the research, it was determined that the participants had the most difficulty in creating a dramatic question and adding multimedia. It was seen that they paid more attention to the dramatic question, sound, and music elements while evaluating sample digital stories. They mentioned time-saving in terms of the advantages of holding the workshop online, and the fact that interaction was limited regarding the disadvantages. They stated that the workshop mostly benefited them in terms of technology. They reported that due to the disruptions experienced in online education, they used the prepared digital stories limitedly in their own classrooms, and stated they could not receive sufficient feedback. They also stated that in the event that they could use digital stories in mathematics classes, they would benefit students in various ways. The digital stories prepared at the end of the workshop were examined, and it was seen that there was an improvement in all participant

The effect of designing educational digital games on pre-service teachers' some competencies

Today, there is an increasing interest in digital games. However, using digital games in education has also come to the agenda. Supporting a problematic and tedious course such as mathematics, which is considered difficult and tedious, with games considered more fun, has been a subject of curiosity and practice for educators.  In this study, pre-service mathematics teachers were asked to design digital games related to the objectives of secondary school mathematics courses.  The study examines the effect of designing educational digital games on pre-service mathematics teachers' use of educational games, creativity and game development self-efficacy. The research lasted eight weeks. Single group pre- and post-test design, one of the quantitative research designs, was used in the study. The study sample consisted of 37 pre-service mathematics teachers enrolled in the second year at a state university. Data were collected with the help of three scales. SPSS was used to analyse the data. After the determination of normality, Wilcoxon signed rank test and paired sample t-tests were used. As a result of the research, it was seen that digital game designing did not significantly affect pre-service mathematics teachers' educational game use and creativity. However, it was determined that game designing significantly affected game development self-efficacy

The Effect Of Digital Storytelling On The Development Of Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge

Digital storytelling (DST) is, in general terms, a form of storytelling created by incorporating technological elements into traditional storytelling. DST has begun to be used frequently in education. Digital stories are utilised to provide information or instruction on personal stories, historical events or a specific subject. One of the subjects studied is the effect of DST on the Technological Pedagogical Content Knowledge (TPACK) of teachers and prospective teachers. DST helps to integrate the curriculum, pedagogy and technology holistically with advantages such as active participation, development of skills and development of the learner as a person. The aim of this study is to examine the effect of DST on the development of TPACK in preservice secondary mathematics teachers. A transformative mixed research method was used in the study. The participants were 44 preservice mathematics teachers studying in their final year at a state university in Turkey. The data were obtained through a demographic form, the TPACK-Math scale, lesson plans and interviews. For the data analysis, the paired samples t-test, Wilcoxon signed-rank test, Shapiro-Wilk test and TPACK diagram were used. As a result of the research, it was seen that DST enabled the development of the preservice teachers’ TPACK knowledge. In addition, it was determined that the prospective teachers felt most comfortable in using the software, whereas they had the most difficulty in creating the script