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Digital Storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology Article

, Duquesne University, United States

Journal of Educational Multimedia and Hypermedia Volume 18, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study examined the effects of the digital storytelling experience on pre-service teachers’ self-efficacy towards educational technology. Additionally, this study examined professional dispositions including openness to change towards educational technology, degree of willingness to participate in professional development and technology training, and willingness to work beyond the contractual work hours for technology infusion in classrooms. A total of 98 pre-service teachers participated in the study. After participating in a brief tutorial session, participants spent a week creating their own personal stories using Photo Story software. Results indicated that participants’ technology competency and openness to change towards educational technology improved with the experience of digital storytelling. While teaching pre-service teachers about educational technology and classroom technology integration are important, transferring the technology knowledge and skills that they already possess into the learning environment is also important.

Citation

Heo, M. (2009). Digital Storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405-428. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2017 from .

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