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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-story-based-problem-solving-applications-preservice-primary-teachers-experiences-and-future-integration-plans/593779/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-story-based-problem-solving-applications-preservice-primary-teachers-experiences-and-future-integration-plans/593779.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the case study focus on regarding digital story-based problem solving applications?","Question",{"text":112,"@type":113},"It focuses on how preservice primary teachers describe their experiences with the applications and their future plans for integrating the technology into teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed in the study?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What reasons do participants give for planning to integrate digital stories (DSs) into their future classrooms?",{"text":121,"@type":113},"They plan to integrate DSs to capture students’ attention and to reinforce, reward, or support learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593779,1792166852,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 12 | Article 2 |\n| --- | --- |\n\n2017  \nDigital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences and Future Integration Plans  \nÇiğdem Kilic  \nIstanbul Medeniyet University, Turkey, [ckilic6@gmail.com](ckilic6@gmail.com)  \nHatice Sancar-Tokmak  \nMersin University, Turkey, [haticesancarr@gmail.com](haticesancarr@gmail.com)  \nRecommended Citation  \nKilic, 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).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss12/2](http://ro.ecu.edu.au/ajte/vol42/iss12/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss12/2](http://ro.ecu.edu.au/ajte/vol42/iss12/2)  \nAustralian Journal of Teacher Education  \nDigital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences and Future Integration Plans  \nCigdem Kilic  \nIstanbul Medeniyet University, Turkey  \nHatice Sancar-Tokmak  \nMersin University, Turkey  \nAbstract: This case study investigates how preservice primary school  \nteachers describe their experiences with digital story-based problem  \nsolving applications and their plans for the future integration of this  \ntechnology into their teaching. Totally 113 preservice primary school  \nteachers participated in the study. Data collection tools included a  \nquestionnaire with three open-ended questions and focus group  \ninterviews. The data were analyzed using content analysis by  \ncombining manifest and latent techniques. Most of the preservice  \nprimary teachers described positive experiences about digital story  \nbased problem solving applications by emphasizing on that they  \ncontribute to both their own and their students’ learning,  \ndevelopment, and attitudes. Participants further described digital  \nstory (DS) integration as in line with behaviorist pedagogy. Study  \nresults revealed that most of the preservice primary school teachers  \nplanned to integrate DSs into their future classrooms for purposes  \nsuch as capturing students’ attention and reinforcing, rewarding, or  \nsupporting learning.  \nIntroduction  \nMath 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)  \nVol 42, 12, December 2017 21  \nAustralian Journal of Teacher Education  \nhave 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","cbCaiiWi9QnoXGAt","https://ap.wps.com/l/cbCaiiWi9QnoXGAt","pdf",1090533,22,"English","# Abstract\n# Introduction\n# Literature Review\n## Technology-Supported Math Problem Solving and Digital Stories (DSs)","[{\"question\":\"What does the case study focus on regarding digital story-based problem solving applications?\",\"answer\":\"It focuses on how preservice primary teachers describe their experiences with the applications and their future plans for integrating the technology into teaching.\"},{\"question\":\"How was data collected and analyzed in the study?\",\"answer\":\"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.\"},{\"question\":\"What reasons do participants give for planning to integrate digital stories (DSs) into their future classrooms?\",\"answer\":\"They plan to integrate DSs to capture students’ attention and to reinforce, reward, or support learning.\"}]","Digital Story-Based Problem Solving Applications - Preservice Primary Teachers’ Experiences and Future Integration Plans | PDF",1792077901,55]