Journal Summary 4

Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence

Hatice Sancar-Tokmak & Tugba Yanpar-Yelken
To link to this article: http://dx.doi.org/10.1080/03055698.2015.1043978

Because the use of technology has disseminated in students’ life, teachers should have skills in technology and integrate them into the English language learning process. The study focuses on pre-service teachers’ competencies regarding the technology use and integration into their classroom activities. The author chose digital stories (DSs) to enhance teachers’ and pre-service teachers’ TPACK.
So, the study aimed to investigate the effects of creating DSs on the pre-service teachers’ self-confidence with regard to TPACK. Particularly the study would find out whether there’s any significant difference between the teachers’ TPACK self-confidence before and after the course and how these teachers described their TPACK self-confidence while evaluating their DSs.
In order to get reach the aim of the study, the author used the theory of TPACK by Mishra and Koehler (2006) and DSs creation processes by Yuksel-Arslan (2013). Experimental research was used in conducting the study. There were 71 pre-service teachers attending the Computer II Course where they learned how to make digital materials. A TPACK self-confidence scale was given to the participants before and after the course to get the data of their TPAC self-confidence. In addition, qualitative data gained from open-ended interviews and classroom observation were used to support the quantitative ones.
The results of the study showed a significant improvement in the FLE pre-service teachers’ self-confidence scores related to TPACK after the course. Based on the qualitative data it was also found out that for the participants, creating DSs was appropriate to the curriculum and students, educative, easy to use, yet tiring and challenging.

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