Kildan A.O.Incikabi L.2023-04-122023-04-122015-05-0403004279https://hdl.handle.net/20.500.12597/5777This 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.falsedigital storytelling | early childhood education | mathematics education | teacher candidatesArticle10.1080/03004279.2013.8048522-s2.0-84926407582