A Digital Storytelling Study Project on Mathematics Course with Preschool Pre-Service Teachers

Autor/in	Inan, Cemil
Titel	A Digital Storytelling Study Project on Mathematics Course with Preschool Pre-Service Teachers
Quelle	In: Educational Research and Reviews, 10 (2015) 10, S.1476-1479 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Story Telling; Technology Uses in Education; Mathematics Instruction; Preservice Teacher Education; Preservice Teachers; Preschool Teachers; Educational Technology; Teacher Attitudes; Student Attitudes; Teaching Methods; Qualitative Research; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Unterrichtsmedien; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Ausland; Türkei
Abstract	Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the effects of digital storytelling technique on the views of preschool pre-service teachers on the course of mathematics and the reactions of preschool students, who viewed the digital stories to the mathematics course. It was observed that pre-service teachers and preschool students considered the above-mentioned technique as interesting, funny but time-consuming. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01