Yelken, T. Y., Cocuk, H. E., Konokman, G. Y., & Pan, V. L. (2015). The effect of digital story preparation on technological pedagogical content knowledge (TPCK) self-confidence. Anthropologist, 22(2), 188-195. https://doi.org/10.1080/09720073.2015.11891868 Abstract: “The effect of the prospective pre-school teachers’ digital story preparation on their technological pedagogical content knowledge self-confidence is proposed to be…
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Di Blas, N. (2016). Distributed TPACK: What kind of teachers does it work for? Journal of e-Learning and Knowledge Society, 12(3), 65-74. https://doi.org/10.20368/1971-8829/1156 Abstract: “Technology at school can be either integrated as an everyday support to normal, curricular activities or as a trigger for special projects. Drawing on the distributed cognition…
Comments closedLisenbee, P. S., & Ford, C. M. (2017). Engaging students in traditional and digital storytelling to make connections between pedagogy and children’s experiences. Early Childhood Education Journal, 46, 129–139. https://doi.org/10.1007/s10643-017-0846-x Abstract: “Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content.…
Comments closedAsik, A. (2018). Digital storytelling and its tools for language teaching: Perceptions and reflections of pre-service teachers. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 1005-1020). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch045 Abstract: “This paper presents the analysis of the self-reported reflections of pre-service…
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