我应该在未来的课堂上使用数字讲故事吗？为什么？调查职前数学教师对数字故事的接受程度

Q1 Social Sciences

E-Learning Pub Date : 2023-02-03 DOI:10.1177/20427530231156173

Volkan Kukul

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引用次数: 1

摘要

本研究的目的是研究基于技术接受模型的数字故事。为此，本研究以个案研究的形式进行，有52名职前数学教师参与。研究结果首先表明，大多数职前教师的易用性很高，因为他们认为数字故事有助于学习环境和专业发展。此外，在参与者的回答中还观察到，他们对有用性的认知很高。因此，大多数职前教师打算在未来的教学实践中使用数字故事。最终发现，一些职前教师表示他们打算让学生参与数字故事讲述过程，而另一些教师则表示他们打算将自己的数字故事作为教育材料带到课堂上。

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Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.