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Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics

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dc.contributor.authorKildan, Abdullah Oguzhan
dc.contributor.authorIncikabi, Lutfi
dc.date.accessioned2026-01-02T22:59:16Z
dc.date.issued2013-06-25
dc.description.abstractThis study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their preparation experiences. Moreover, results showed a shift from dual intersections of technology, pedagogy, and content knowledge to the triple intersection of TPACK.
dc.description.urihttps://doi.org/10.1080/03004279.2013.804852
dc.description.urihttps://dx.doi.org/10.1080/03004279.2013.804852
dc.identifier.doi10.1080/03004279.2013.804852
dc.identifier.eissn1475-7575
dc.identifier.endpage248
dc.identifier.issn0300-4279
dc.identifier.openairedoi_dedup___::781e55c2a5b19ec20cae878e0e614f60
dc.identifier.orcid0000-0002-7912-780x
dc.identifier.scopus2-s2.0-84926407582
dc.identifier.startpage238
dc.identifier.urihttps://hdl.handle.net/20.500.12597/35709
dc.identifier.volume43
dc.identifier.wos000371331200002
dc.language.isoeng
dc.publisherInforma UK Limited
dc.relation.ispartofEducation 3-13
dc.subject.sdg4. Education
dc.titleEffects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics
dc.typeArticle
dspace.entity.typePublication
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