Examining the Possible Potential of the Process of Creating Digital Stories on Shaping Graduate Student Teachers’ Perceptions towards the TPACK Model
Daniah Alabbasi, King Saud University, Saudi Arabia
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The study seeks to investigate graduate students’ perceptions towards the process of creating digital stories. The study highlights the elements of digital storytelling, features and the challenges that are faced when creating digital stories. We explored how that process influenced students’ effective technology integration skills as depicted in the Technological Pedagogical Content Knowledge (TPACK) framework. A five point Likert scale questionnaire was used to collect participants’ reflections about creating digital stories and their perceptions on how it affects their TPACK skills as well as their views about the pedagogical benefits of using digital stories as a strategy for effective teaching. Eighty five graduate students enrolled in an instructional technology program participated in the study. Generally, the results showed a very strong connection between creating digital stories and building effective technology integration skills in graduate students. Also, the results showe
Alabbasi, D. (2016). Examining the Possible Potential of the Process of Creating Digital Stories on Shaping Graduate Student Teachers’ Perceptions towards the TPACK Model. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 447-452). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/171714/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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