Matematik Öğretmeni Adaylarının Dijital Öyküleme Süreci ve Dijital Öykülerin Öğretim Ortamlarında Kullanımına Yönelik Görüşleri

Çalışmanın amacı öğretmen adaylarının, dijital öykülemeyi öğrendikleri, dijital öyküler oluşturdukları, öykülerin gerçek sınıf ortamında uygulamalarını gözlemledikleri ve uygulamaların etkililiklerini tartıştıkları bir hizmet-öncesi eğitim süresince, süreç üzerine düşüncelerini incelemektir. Özel durum çalışması kapsamında gerçekleştirilen çalışmanın katılımcılarını bir devlet üniversitesinin Eğitim Fakültesi matematik öğretmenliği programı üçüncü sınıfına devam eden 54 öğretmen adayı oluşturmaktadır. Araştırmanın verileri yazılı görüş formu ve yarı-yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Çalışmanın sonunda öğretmen adaylarının dijital öyküleri hazırlarken teknik sorunlarla karşılaştığı ve senaryo oluşturma sürecinde zorlandıkları ortaya çıkmıştır. Ayrıca öğretmen adaylarının büyük çoğunluğu dijital öykülemenin öğretim sürecinde kullanılmasının; aktif katılım, başarı, motivasyon ve yaratıcılık gibi pek çok açıdan eğitsel avantajının olduğunu belirtmiş ve uygulamaya ilişkin olumlu görüş bildirmişlerdir.

Anahtar Kelimeler:

dijital öyküleme, teknoloji entegrasyonu, öğretmen adayı

Preservice Mathematics Teachers’ Opinions on the Use of Digital Stories and Instructional Environments

The purpose of this study is to examine preservice teachers’ opinions on the process of preservice education with components through which they learn digital storytelling, develop digital storytelling activities and observe how teachers implement the activities they develop and discuss the effectiveness of those activities. Having been carried out with the case study method, participants of the study were 54 preservice teachers who are attending the third year of the mathematics education department in the Faculty of Education at a state university. The data of the research were collected with written interview forms. At the end of the study, it was revealed that the preservice teachers had technical problems when preparing the digital stories and had experienced difficulties in the process of creating a scenario. Moreover, majority of the preservice teachers stated that using the digital storytelling in instructional processes has many educational advantages such as active participation, achievement, motivation and creativity and reported positive opinions on the application.

Keywords:

digital storytelling technological integration, preservice teachers, mathematics education,

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