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DOI

10.14221/ajte.2017v42n12.2

Abstract

This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story-based problem solving applications by emphasizing on that they contribute to both their own and their students’ learning, development, and attitudes. Participants further described digital story (DS) integration as in line with behaviorist pedagogy. Study results revealed that most of the preservice primary school teachers planned to integrate DSs into their future classrooms for purposes such as capturing students’ attention and reinforcing, rewarding, or supporting learning.

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Submission Location

 
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Link to publisher version (DOI)

10.14221/ajte.2017v42n12.2