Aligning Digital Storytelling to The TPACK Framework: A Learning Experience for Pre-Service Teachers in A Learning-By-Designing Project

• Cátia Luzia Silva Harriman Universidade Federal do Ceará
• Robert Maribe Branch University of Georgia

DOI: https://doi.org/10.5753/wie.2012.18692

Abstract

This article describes research that explored the role that the TPACK (Technological Pedagogical Content Knowledge) framework had on digital storytelling, a design-based learning opportunity for pre-service teachers taking a technolgy integration course. The results indicated that there were gains in the technological pedagogical and content knowledge of the pre-service teachers involved in the research and that they acquired a holistic view of the process of teaching with technology, as a consequence of their participation in the designed digital storytelling project.

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