Kildan A.O., Incikabi L.2023-05-092023-05-092015-05-04https://hdl.handle.net/20.500.12597/13164This 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 candidatesArticle10.1080/03004279.2013.80485210.1080/03004279.2013.8048522-s2.0-84926407582