Abstract

Pre-service teachers may be familiar with a variety of technology, however, studies have shown that they are inadequately prepared to integrate technology into teaching and learning This paper determines skills acquisition process by the pre-service teachers during a digital storytelling project A qualitative paradigm was used study, whereby technology skill acquisition process was investigated Substitution Augmentation, Modification and Redefinition (SAMR) framework was used to help understand the participants’ technology skill acquisition process The results revealed that skill acquisition process in this study happened both formally and informally The participants went through SAMR levels as they adopted the Photo story3 program and creatively produce their digital stories The results show that the project activities helped increase the confidence and desire of the pre-service to integrate the digital technology into their future classes

Citation

Tunjera, N. & Chigona, A. (2017). Technology Skills Acquisition in a Pre-service teacher Digital Storytelling Project. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 672-680). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from https://www.learntechlib.org/primary/p/181245/.

© 2017 Association for the Advancement of Computing in Education (AACE)

Keywords

• Evaluation