Preservice Science Teachers’ Perceptions of Their TPACK Development after Creating Digital Stories

The aim of this case study was to examine pre-service science teachers’ (PSTs)
perceptions of their Technological Pedagogical Content Knowledge (TPACK)
development after creating digital stories based on science topics drawn from the
national curriculum. A total of 21 PSTs enrolled in Introduction to Computers II
participated in the study. Data were collected through a demographics questionnaire, a
TPACK diagram, an open-ended questionnaire, interviews, and observations. During
the study, feedback was provided to participants during each step of the digital
storytelling process: writing the stories, finding related pictures, matching the pictures
to the stories; and preparing the digital files. The PSTs reported that their technological
knowledge, pedagogical knowledge, and content knowledge improved during the
course.