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Mathematics Teachers’ Evaluation of Digital Stories and Views

Year 2022, Volume: 10 Issue: 20, 330 - 357, 21.12.2022
https://doi.org/10.18009/jcer.1082591

Abstract

Different tools are used in the evaluation of digital stories. However, it is thought that the evaluations of the teachers are at least as important as the formal and technical evaluations. The aim of this study was to investigate middle school mathematics teachers’ evaluations of 36 digital stories. Furthermore, at the end of the process, the aim was to examine their views on the use of digital stories in the learning environment. The participants were seven mathematics teachers. The data were analysed by content analysis. As a result of the research, it was seen that examples and mathematical activities were the most liked features of the digital stories. The least liked features were images, errors and examples. When the views of the teachers were examined, it was seen that all participants stated the need for digital stories in mathematics classes and wished to learn and use digital stories.

References

  • Aagaard, T. (2014). Teachers’ approaches to digital stories-tensions between new genres and established assessment criteria. Nordic Journal of Digital Literacy, 9(03), 194-215.
  • Aagaard, T., & Silseth, K. (2017). Teachers’ assessment of digital stories: challenges and dilemmas. Nordic Studies in Education, 37(03-04), 231-242.
  • Albano, G., & Iacono, U. D. (2019). Designing digital storytelling for mathematics special education: an experience in support teacher education. The Mathematics Enthusiast, 16(1), 263-288.
  • Albano, G., & Pierri, A. (2017). Digital storytelling in mathematics: a competence-based methodology. Journal of Ambient Intelligence and Humanized Computing, 8(2), 301-312. https://doi.org/10.1007/s12652-016-0398-8
  • Aslan, S., & Kazu, H. (2021). Elementary prospective teachers'experiences regarding digital storytelling. Malaysian Online Journal of Educational Sciences, 9(1), 37-50.
  • Aydın, E. (2019). The effect of digital storytelling on creative writing skills in teaching Turkish to foreigners. (Unpublished doctoral dissertation). İnönü University.
  • Banaszewski, T. M. (2005). Digital storytelling: Supporting digital literacy in grades 4-12. (Unpublished doctoral dissertation). Georgia Institute of Technology.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In Society for Information Technology & Teacher Education International Conference. Orlando, Florida, (pp. 647-654). Association for the Advancement of Computing in Education.
  • Behmer, S., Schmidt, D., & Schmidt, J. (2006, March). Everyone has a story to tell: Examining digital storytelling in the classroom. In Society for Information Technology & Teacher Education International Conference. Waynesville, NC USA (pp. 655-662). Association for the Advancement of Computing in Education (AACE).
  • Bilen, K., Hoştut, M., & Büyükcengiz, M. (2019). The effect of digital storytelling method in science education on academic achievement, attitudes, and motivations of secondary school students. Pedagogical Research, 4(3), 1-12. https://doi.org/10.29333/pr/5835
  • Bran, R. (2010). Message in a bottle telling stories in a digital world. Procedia-Social and Behavioral Sciences, 2(2), 1790-1793. https://doi.org/10.1016/j.sbspro.2010.03.986
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Pegem Akademi.
  • Cemil, İ. (2015). A digital storytelling study project on mathematics course with preschool pre-service teachers. Educational Research and Reviews, 10(10), 1476-1479. https://doi.org/10.5897/ERR2015.2247
  • Condy, J., Chigona, A., Gachago, D., Ivala, E., & Chigona, A. (2012). Pre-service students' perceptions and experiences of digital storytelling in diverse classrooms. Turkish Online Journal of Educational Technology, 11(3), 278-285.
  • Çenberci, S. & Özgen, K. (2021). Prospective mathematics teachers' opinions, skills and examples on connection with real world in design activity. Western Anatolia Journal of Educational Sciences, 12(1), 70-95.
  • Çıralı-Sarıca, H & Koçak-Usluel, Y. (2016). Digital storytelling in the educational context: a rubric development study. Educational Technology Theory and Practice, 6(2), 65-84. https://doi.org/10.17943/etku.12600
  • Del-Moral-Pérez, M. E., Villalustre-Martínez, L., & Neira-Piñeiro, M. D. R. (2019). Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren. Computer Assisted Language Learning, 32(4), 342-365.
  • Dinçer, B. (2019). The effects of the digital story-based mathematics teaching on concept learning of secondary school students. (Unpublished doctoral dissertation). Dokuz Eylül University.
  • Duman, B., & Göcen, G. (2015). The effect of the digital storytelling method on pre-service teachers' creative writing skills. Anthropologist, 20(1,2), 215-222.
  • Feagin, J. R., Orum, A. M., & Sjoberg, G. (1991). A case for the case study. UNC Press Books.
  • Gökbulut, Y., Sidekli, S., & Sayar, N. (2013). How to improve the number operations skills. International Journal of Turkish Educational Studies, 2013(1), 31-41.
  • Hill, S., & Grinnell, C. (2014). Using digital storytelling with infographics in STEM professional writing pedagogy. In 2014 IEEE International Professional Communication Conference (IPCC). Pittsburgh, PA, USA (pp. 1-7). IEEE.
  • Jakes, D. S., & Brennan, J. (2005, October 3). Capturing stories, capturing lives: An introduction to digital storytelling. http://www.jakesonline.org/dstory_ice.pdf.
  • Karataş, S., Bozkurt, Ş. B., & Hava, K. (2016). The perspective of history pre-service teachers’ towards the use of digital storytelling in educational environments. Journal of Human Sciences, 13(1), 500-509. https://doi.org/10.14687/ijhs.v13i1.3167.
  • Kim, D., Long, Y., Zhao, Y., Zhou, S., & Alexander, J. (2021). Teacher professional identity development through digital stories. Computers & Education, 162. https://doi.org/10.1016/j.compedu.2020.104040
  • Kocaman-Karoğlu, A. (2016). Teachers’ opinions about digital storytelling in preschool education. Turkish Online Journal of Qualitative Inquiry, 7(1), 175-205. https://doi.org.D10.17569/tojqi.87166
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
  • Kukul, V. & Kara, M. (2019). Investigating digital storytelling through the eyes of pre-service teachers. Ahi Evran University Journal of Kırşehir Education Faculty, 20(3) , 1417-1446. https://doi.org/10.29299/kefad.2019.20.03.012
  • Lambert, J. & Hessler, B. (2018). Digital storytelling: Capturing lives, creating community. Routledge
  • Lambert, J., Hill, A., Mullen, N., Paull, C., Paulos, E., Soundararajan, T., & Weinshenker, D. (2003). Digital storytelling cookbook and travelling companion. Digital Diner Press.
  • Lasica, J.D. (2010, October). Digital storytelling: a tutorial in 10 easy steps, https://www.connectingup.org/learn/articles/digital-storytelling-tutorial-10-easy-steps
  • Liu, M. C., Huang, Y. M., & Xu, Y. H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational Technology Research and Development, 66(4), 1009-1028. https://doi.org/10.1007/s11423-018-9601-2
  • McLellan, H. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65-79.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook: qualitative data analysis (2nd Ed.). Sage.
  • MoNE (2018). Mathematics lesson teaching program (Primary and Secondary School Grades 1, 2, 3, 4, 5, 6, 7 and 8). Ankara.
  • Moradi, H., & Chen, H. (2019). Digital storytelling in language education. Behavioral Sciences, 9(12), 147. https://doi.org/10.3390/bs9120147
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427. https://doi.org/10.1080/10494820.2015.1135173
  • Ökmen, Y. E., & Çokluk, N.(2021). I am now a storyteller: a review on youtuber “fly with Haifa” in terms of digital possibilities in storytelling. Etkileşim, 7, 190-215. https://doi.org/ 10.32739/etkilesim.2021.7.124
  • Özcan, S., Kukul, V., & Karataş, S. (2016, May). Dijital hikâyeler için dereceli değerlendirme ölçeği. In 10th International Computer and Instructional Technologies Symposium. Rize, 118-128.
  • Özüdoğru, G. (2021). Digital storytelling in education from teachers’ perspectives. Bartın University Journal of Faculty of Education, 10(2), 445-454. https://doi.org/10.14686/buefad.888658
  • Özüdoğru, G., & Çakır, H.(2021). Investigation of pre-service teachers’ opinions about using non-linear digital storytelling method. Kastamonu Education Journal, 29(2), 452-459. https://doi.org/ 10.24106/kefdergi. 744216
  • Pavlou, V. (2020). Art technology integration: digital storytellying as a transformative pedagogy in primary education. International Journal of Art & Design Education, 39(1), 195-210. https://doi.org/10.1111/jade.12254
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
  • Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29. https://doi.org/10.1344/der.2016.30.17-29.
  • Robin, B. R., & McNeil, S. G. (2019). Digital storytelling. The International Encyclopedia of Media Literacy, 1-8. https://doi.org/10.1002/9781118978238.ieml0056
  • Robin, B., & Pierson, M. (2005). A multilevel approach to using digital storytelling in the classroom. In Society for Information Technology & Teacher Education International Conference. Waynesville, NC USA (pp. 708-716). Association for the Advancement of Computing in Education (AACE).
  • Schmier, S. A. (2021). Using digital storytelling as a turn‐around pedagogy. Literacy. 55(3), 172-180. https://doi.org/10.1111/lit.12250
  • Selke, M. J. G. (2013). Rubric assessment goes to college: Objective, comprehensive evaluation of student work. R&L Education.
  • Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(6), 1-21. https://doi.org/10.1186/s40561-014-0006-3
  • Stenhouse, V. L., & Schafer, N. J. (2019). Empowering teachers through digital storytelling: A multimedia capstone project. Journal of Digital Learning in Teacher Education, 35(1), 6-19. https://doi.org/10.1080/21532974.2018.1532359
  • StoryCenter. (2021, October). How it all began. https://www.storycenter.org/history Şimşek, B. , Koçak-Usluel, Y. , Çıralı-Sarıca, H. & Tekeli, P. (2018). A critical approach to digital storytelling usage in educational context in Turkey. Educational Technology Theory and Practice, 8 (1), 158-186. https://doi.org/10.17943/etku.332485 .
  • Teehan, K. (2006). Digital storytelling: In and out of the classroom. Lulu. com. Press.
  • Tse, J. K. Y., Chan, S. W. Y., & Chu, S. K. W. (2021). Quality assessment for digital stories by young authors. Data and Information Management, 5(1), 174-183.
  • Uğur-Emiroğlu, M. (2021). The effects of digital storytelling on primary school students’ block-based coding success, attitudes for coding and perception of activities (Unpublished masters dissertation). Bahçeşehir University.
  • Ulum, E., & Yalman, F. E. (2018). Examining the effects of preparing digital storytelling in science and technology course on the academically ınadequate students spending much time on computers. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 12(2), 306-335. https://doi.org/10.17522/balikesirnef.506446
  • Van Galen, J. A. (2017). Agency, shame, and identity: Digital stories of teaching. Teaching and Teacher Education, 61, 84-93. https://doi.org/10.1016/j.tate.2016.09.009
  • Vivitsou, M., Niemi, H., Wei, G., Kallunki, V., & Miao, R. (2017). Teachers’ practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers’ experiences. Seminar net- International Journal on Media, Technology and Lifelong Learning, 13(2), 1-23.
  • Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
  • Yılmaz, Y., Üstündağ, M. T., Güneş, E., & Çalışkan, G. (2017). Utilizing digital storytelling method for effective Turkish language teaching. Educational Technology Theory and Practice, 7(2), 254-275. https://doi.org/10.17943/etku.322366

Mathematics Teachers’ Evaluation of Digital Stories and Views

Year 2022, Volume: 10 Issue: 20, 330 - 357, 21.12.2022
https://doi.org/10.18009/jcer.1082591

Abstract

Different tools are used in the evaluation of digital stories. However, it is thought that the evaluations of the teachers are at least as important as the formal and technical evaluations. The aim of this study was to investigate middle school mathematics teachers’ evaluations of 36 digital stories. Furthermore, at the end of the process, the aim was to examine their views on the use of digital stories in the learning environment. The participants were seven mathematics teachers. The data were analysed by content analysis. As a result of the research, it was seen that examples and mathematical activities were the most liked features of the digital stories. The least liked features were images, errors and examples. When the views of the teachers were examined, it was seen that all participants stated the need for digital stories in mathematics classes and wished to learn and use digital stories.

References

  • Aagaard, T. (2014). Teachers’ approaches to digital stories-tensions between new genres and established assessment criteria. Nordic Journal of Digital Literacy, 9(03), 194-215.
  • Aagaard, T., & Silseth, K. (2017). Teachers’ assessment of digital stories: challenges and dilemmas. Nordic Studies in Education, 37(03-04), 231-242.
  • Albano, G., & Iacono, U. D. (2019). Designing digital storytelling for mathematics special education: an experience in support teacher education. The Mathematics Enthusiast, 16(1), 263-288.
  • Albano, G., & Pierri, A. (2017). Digital storytelling in mathematics: a competence-based methodology. Journal of Ambient Intelligence and Humanized Computing, 8(2), 301-312. https://doi.org/10.1007/s12652-016-0398-8
  • Aslan, S., & Kazu, H. (2021). Elementary prospective teachers'experiences regarding digital storytelling. Malaysian Online Journal of Educational Sciences, 9(1), 37-50.
  • Aydın, E. (2019). The effect of digital storytelling on creative writing skills in teaching Turkish to foreigners. (Unpublished doctoral dissertation). İnönü University.
  • Banaszewski, T. M. (2005). Digital storytelling: Supporting digital literacy in grades 4-12. (Unpublished doctoral dissertation). Georgia Institute of Technology.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In Society for Information Technology & Teacher Education International Conference. Orlando, Florida, (pp. 647-654). Association for the Advancement of Computing in Education.
  • Behmer, S., Schmidt, D., & Schmidt, J. (2006, March). Everyone has a story to tell: Examining digital storytelling in the classroom. In Society for Information Technology & Teacher Education International Conference. Waynesville, NC USA (pp. 655-662). Association for the Advancement of Computing in Education (AACE).
  • Bilen, K., Hoştut, M., & Büyükcengiz, M. (2019). The effect of digital storytelling method in science education on academic achievement, attitudes, and motivations of secondary school students. Pedagogical Research, 4(3), 1-12. https://doi.org/10.29333/pr/5835
  • Bran, R. (2010). Message in a bottle telling stories in a digital world. Procedia-Social and Behavioral Sciences, 2(2), 1790-1793. https://doi.org/10.1016/j.sbspro.2010.03.986
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Pegem Akademi.
  • Cemil, İ. (2015). A digital storytelling study project on mathematics course with preschool pre-service teachers. Educational Research and Reviews, 10(10), 1476-1479. https://doi.org/10.5897/ERR2015.2247
  • Condy, J., Chigona, A., Gachago, D., Ivala, E., & Chigona, A. (2012). Pre-service students' perceptions and experiences of digital storytelling in diverse classrooms. Turkish Online Journal of Educational Technology, 11(3), 278-285.
  • Çenberci, S. & Özgen, K. (2021). Prospective mathematics teachers' opinions, skills and examples on connection with real world in design activity. Western Anatolia Journal of Educational Sciences, 12(1), 70-95.
  • Çıralı-Sarıca, H & Koçak-Usluel, Y. (2016). Digital storytelling in the educational context: a rubric development study. Educational Technology Theory and Practice, 6(2), 65-84. https://doi.org/10.17943/etku.12600
  • Del-Moral-Pérez, M. E., Villalustre-Martínez, L., & Neira-Piñeiro, M. D. R. (2019). Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren. Computer Assisted Language Learning, 32(4), 342-365.
  • Dinçer, B. (2019). The effects of the digital story-based mathematics teaching on concept learning of secondary school students. (Unpublished doctoral dissertation). Dokuz Eylül University.
  • Duman, B., & Göcen, G. (2015). The effect of the digital storytelling method on pre-service teachers' creative writing skills. Anthropologist, 20(1,2), 215-222.
  • Feagin, J. R., Orum, A. M., & Sjoberg, G. (1991). A case for the case study. UNC Press Books.
  • Gökbulut, Y., Sidekli, S., & Sayar, N. (2013). How to improve the number operations skills. International Journal of Turkish Educational Studies, 2013(1), 31-41.
  • Hill, S., & Grinnell, C. (2014). Using digital storytelling with infographics in STEM professional writing pedagogy. In 2014 IEEE International Professional Communication Conference (IPCC). Pittsburgh, PA, USA (pp. 1-7). IEEE.
  • Jakes, D. S., & Brennan, J. (2005, October 3). Capturing stories, capturing lives: An introduction to digital storytelling. http://www.jakesonline.org/dstory_ice.pdf.
  • Karataş, S., Bozkurt, Ş. B., & Hava, K. (2016). The perspective of history pre-service teachers’ towards the use of digital storytelling in educational environments. Journal of Human Sciences, 13(1), 500-509. https://doi.org/10.14687/ijhs.v13i1.3167.
  • Kim, D., Long, Y., Zhao, Y., Zhou, S., & Alexander, J. (2021). Teacher professional identity development through digital stories. Computers & Education, 162. https://doi.org/10.1016/j.compedu.2020.104040
  • Kocaman-Karoğlu, A. (2016). Teachers’ opinions about digital storytelling in preschool education. Turkish Online Journal of Qualitative Inquiry, 7(1), 175-205. https://doi.org.D10.17569/tojqi.87166
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
  • Kukul, V. & Kara, M. (2019). Investigating digital storytelling through the eyes of pre-service teachers. Ahi Evran University Journal of Kırşehir Education Faculty, 20(3) , 1417-1446. https://doi.org/10.29299/kefad.2019.20.03.012
  • Lambert, J. & Hessler, B. (2018). Digital storytelling: Capturing lives, creating community. Routledge
  • Lambert, J., Hill, A., Mullen, N., Paull, C., Paulos, E., Soundararajan, T., & Weinshenker, D. (2003). Digital storytelling cookbook and travelling companion. Digital Diner Press.
  • Lasica, J.D. (2010, October). Digital storytelling: a tutorial in 10 easy steps, https://www.connectingup.org/learn/articles/digital-storytelling-tutorial-10-easy-steps
  • Liu, M. C., Huang, Y. M., & Xu, Y. H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational Technology Research and Development, 66(4), 1009-1028. https://doi.org/10.1007/s11423-018-9601-2
  • McLellan, H. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65-79.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook: qualitative data analysis (2nd Ed.). Sage.
  • MoNE (2018). Mathematics lesson teaching program (Primary and Secondary School Grades 1, 2, 3, 4, 5, 6, 7 and 8). Ankara.
  • Moradi, H., & Chen, H. (2019). Digital storytelling in language education. Behavioral Sciences, 9(12), 147. https://doi.org/10.3390/bs9120147
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427. https://doi.org/10.1080/10494820.2015.1135173
  • Ökmen, Y. E., & Çokluk, N.(2021). I am now a storyteller: a review on youtuber “fly with Haifa” in terms of digital possibilities in storytelling. Etkileşim, 7, 190-215. https://doi.org/ 10.32739/etkilesim.2021.7.124
  • Özcan, S., Kukul, V., & Karataş, S. (2016, May). Dijital hikâyeler için dereceli değerlendirme ölçeği. In 10th International Computer and Instructional Technologies Symposium. Rize, 118-128.
  • Özüdoğru, G. (2021). Digital storytelling in education from teachers’ perspectives. Bartın University Journal of Faculty of Education, 10(2), 445-454. https://doi.org/10.14686/buefad.888658
  • Özüdoğru, G., & Çakır, H.(2021). Investigation of pre-service teachers’ opinions about using non-linear digital storytelling method. Kastamonu Education Journal, 29(2), 452-459. https://doi.org/ 10.24106/kefdergi. 744216
  • Pavlou, V. (2020). Art technology integration: digital storytellying as a transformative pedagogy in primary education. International Journal of Art & Design Education, 39(1), 195-210. https://doi.org/10.1111/jade.12254
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
  • Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29. https://doi.org/10.1344/der.2016.30.17-29.
  • Robin, B. R., & McNeil, S. G. (2019). Digital storytelling. The International Encyclopedia of Media Literacy, 1-8. https://doi.org/10.1002/9781118978238.ieml0056
  • Robin, B., & Pierson, M. (2005). A multilevel approach to using digital storytelling in the classroom. In Society for Information Technology & Teacher Education International Conference. Waynesville, NC USA (pp. 708-716). Association for the Advancement of Computing in Education (AACE).
  • Schmier, S. A. (2021). Using digital storytelling as a turn‐around pedagogy. Literacy. 55(3), 172-180. https://doi.org/10.1111/lit.12250
  • Selke, M. J. G. (2013). Rubric assessment goes to college: Objective, comprehensive evaluation of student work. R&L Education.
  • Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(6), 1-21. https://doi.org/10.1186/s40561-014-0006-3
  • Stenhouse, V. L., & Schafer, N. J. (2019). Empowering teachers through digital storytelling: A multimedia capstone project. Journal of Digital Learning in Teacher Education, 35(1), 6-19. https://doi.org/10.1080/21532974.2018.1532359
  • StoryCenter. (2021, October). How it all began. https://www.storycenter.org/history Şimşek, B. , Koçak-Usluel, Y. , Çıralı-Sarıca, H. & Tekeli, P. (2018). A critical approach to digital storytelling usage in educational context in Turkey. Educational Technology Theory and Practice, 8 (1), 158-186. https://doi.org/10.17943/etku.332485 .
  • Teehan, K. (2006). Digital storytelling: In and out of the classroom. Lulu. com. Press.
  • Tse, J. K. Y., Chan, S. W. Y., & Chu, S. K. W. (2021). Quality assessment for digital stories by young authors. Data and Information Management, 5(1), 174-183.
  • Uğur-Emiroğlu, M. (2021). The effects of digital storytelling on primary school students’ block-based coding success, attitudes for coding and perception of activities (Unpublished masters dissertation). Bahçeşehir University.
  • Ulum, E., & Yalman, F. E. (2018). Examining the effects of preparing digital storytelling in science and technology course on the academically ınadequate students spending much time on computers. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 12(2), 306-335. https://doi.org/10.17522/balikesirnef.506446
  • Van Galen, J. A. (2017). Agency, shame, and identity: Digital stories of teaching. Teaching and Teacher Education, 61, 84-93. https://doi.org/10.1016/j.tate.2016.09.009
  • Vivitsou, M., Niemi, H., Wei, G., Kallunki, V., & Miao, R. (2017). Teachers’ practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers’ experiences. Seminar net- International Journal on Media, Technology and Lifelong Learning, 13(2), 1-23.
  • Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
  • Yılmaz, Y., Üstündağ, M. T., Güneş, E., & Çalışkan, G. (2017). Utilizing digital storytelling method for effective Turkish language teaching. Educational Technology Theory and Practice, 7(2), 254-275. https://doi.org/10.17943/etku.322366
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Ruhşen Aldemir Engin 0000-0003-4383-1296

Early Pub Date December 18, 2022
Publication Date December 21, 2022
Submission Date March 4, 2022
Acceptance Date June 24, 2022
Published in Issue Year 2022 Volume: 10 Issue: 20

Cite

APA Aldemir Engin, R. (2022). Mathematics Teachers’ Evaluation of Digital Stories and Views. Journal of Computer and Education Research, 10(20), 330-357. https://doi.org/10.18009/jcer.1082591

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