Digital Story-Based Problem Solving Applications - Preservice Primary Teachers’ Experiences and Future Integration Plans

Oct 15, 2026

This case study examines how preservice primary school teachers describe their experiences with digital story-based problem solving applications and how they plan to integrate this technology into future teaching. A total of 113 preservice teachers participated, using a questionnaire with three open-ended questions and focus group interviews. Content analysis combining manifest and latent techniques guided the results. Most participants reported positive learning, development, and attitude impacts and viewed digital story integration as consistent with behaviorist pedagogy, planning classroom use for capturing attention and reinforcing or supporting learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Literature Review

Technology-Supported Math Problem Solving and Digital Stories (DSs)

Australian Journal of Teacher Education | Volume 42 | Issue 12 | Article 2 | | --- | --- | 2017 Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences and Future Integration Plans Çiğdem Kilic Istanbul Medeniyet University, Turkey, [ckilic6@gmail.com](ckilic6@gmail.com) Hatice Sancar-Tokmak Mersin University, Turkey, [haticesancarr@gmail.com](haticesancarr@gmail.com) Recommended Citation Kilic, Ç., & Sancar-Tokmak, H. (2017). Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiencesand Future Integration Plans. Australian Journal of Teacher Education, 42 (12). Retrieved from [http://ro.ecu.edu.au/ajte/vol42/iss12/2](http://ro.ecu.edu.au/ajte/vol42/iss12/2) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss12/2](http://ro.ecu.edu.au/ajte/vol42/iss12/2) Australian Journal of Teacher Education Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences and Future Integration Plans Cigdem Kilic Istanbul Medeniyet University, Turkey Hatice Sancar-Tokmak Mersin University, Turkey Abstract: This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story based problem solving applications by emphasizing on that they contribute to both their own and their students’ learning, development, and attitudes. Participants further described digital story (DS) integration as in line with behaviorist pedagogy. Study results revealed that most of the preservice primary school teachers planned to integrate DSs into their future classrooms for purposes such as capturing students’ attention and reinforcing, rewarding, or supporting learning. Introduction Math education is ofever-growing global importance, but most children describe mathematics as boring and difficult (Sedighian & Sedighian, 1996) . Sedghi, Arnett and Chalabi (2013) present the OECD’s Program for International Student Assessment (PISA) results which show that unsurprisingly, children in many countries possess low level of math skills. What is the reason for this poor performance, despite the importance given to mathematics in curriculums, and what is the solution? Robin (2008) has emphasized digital storytelling as oneway to improve student performance in Math. Likewise, Smith, Gerretson, Olkun, and Joutsenlahti (2010) have found out how math problems can include causal stories to enhance student understanding. However, Sadik (2008) states that digital storytelling is not beneficial for teaching mathematics or science. Meanwhile, Muir-Herzig (2004) and Judson (2006) have claimed that very few teachers use technology during teaching. Kurt’s study results (2013) support this claim, revealing that teachers generally use technology for non-educational purposes like instruction preparation and student homework or assessment. Usta and Korkmaz ’s (2010) study show that preservice teachers need to be provided instruction on integrating technology into their classrooms. On this point, Draper, O’Brien, and Christie (2004) and Orungbemi (2009) Vol 42, 12, December 2017 21 Australian Journal of Teacher Education have also stressed the importance of teacher education and its role in preparing future teachers to tackle problems in the classroom. Similarly, there are more studies which investigate the technology integration skills of preservice teachers by highligh

FAQs

What does the case study focus on regarding digital story-based problem solving applications?

It focuses on how preservice primary teachers describe their experiences with the applications and their future plans for integrating the technology into teaching.

How was data collected and analyzed in the study?

Data were collected through a questionnaire with three open-ended questions and focus group interviews, then analyzed using content analysis combining manifest and latent techniques.

What reasons do participants give for planning to integrate digital stories (DSs) into their future classrooms?

They plan to integrate DSs to capture students’ attention and to reinforce, reward, or support learning.

Oct 15, 2026

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