Peer reviewed
Direct linkERIC Number: EJ1056752
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: N/A
Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics
Kildan, Abdullah Oguzhan; Incikabi, Lutfi
Education 3-13, v43 n3 p238-248 2015
This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their preparation experiences. Moreover, results showed a shift from dual intersections of technology, pedagogy, and content knowledge to the triple intersection of TPACK.
Descriptors: Pedagogical Content Knowledge, Early Childhood Education, Story Telling, Mathematics Instruction, Preservice Teacher Education, Preservice Teachers, Electronic Publishing, Technological Literacy, Quasiexperimental Design, Learning Experience, Student Improvement, Technology Uses in Education, Pretests Posttests, Self Evaluation (Individuals), Questionnaires, Achievement Gains, Teaching Experience, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A
