Introducing TPCK to
Pre-service Teachers
through Digital
Storytelling
Dr. Ellen Maddin
Northern Kentucky University
Course Content Considerations
There are many factors that influence the
content of educational technology courses
for pre-service teachers:
• Time (to cover content, pedagogy, and skills)
• Students’ prior knowledge
• Diversity of teaching interests
• Differences in skill levels
• Evolution of available tools and resources
Research Question
How can an educational technology course
for pre-service teachers maintain an
emphasis on pedagogical understanding
while addressing the skills and
competencies needed to use computer tools
effectively?
TPCK Framework
Pedagogical Content Knowledge
TPCK
Technological
Pedagogical Knowledge
Technological Content Knowledge
Technological Pedagogical
Content Knowledge
What we know . . .
 Pre-service teachers’ attitudes toward computers
influence their willingness to integrate technology
into teaching and learning (Teo, 2008)
 Teachers must believe that technology adds value
to traditional instructional strategies (Koch, Misook
& Kush, 2012)
 Digital storytelling is highly motivating to learners in
K-12 and secondary settings (Gregory & Steelman,
2008; Sadik, 2008)
What we know . . .
The process of researching, planning and
producing a digital story:
 Encourages reflection (Jenkins &Lonsdale, 2007;
Genereux & Thompson, 2008; Sandars & Murray, 2009)
 Improves reading and writing (Gregory & Steelman,
2008; Kajder, 2004; Sylvester & Greenidge, 2010)
 Increases understanding of content (Sadik, 2008)
 Facilitates critical thinking (Borneman & Gibson,
2011)
 Helps learners to construct meaning (Rossiter &
Garcia, 2010)
Learning by Design Approach
 Decrease in lecture and
demonstration
 Increase in “learning by
doing”
 Provision of opportunities
for dialogue and
interaction between
participants in design
teams
Mishra & Koehler, 2005; Mishra & Koehler, 2006;
Procedure: Session One
Digital storytelling was
introduced through
examples of stories
created by elementary
and secondary students—
representing science,
social studies,
mathematics and English
language arts
Digital Storytelling
Lifecycle
of a
Butterfly
Learning Team Questions
1. In what ways are students learning through the
process of designing creating, and sharing digital
stories?
2. What evidence of learning do you see in
students’ finished products?
3. How might you apply this instructional approach
to teaching in your grade-level/content area?
Exploring Models
Students viewed stories produced by peers
in the previous semester. The following
questions were presented for discussion:
1. What is the purpose of the story?
2. How do images, music, narration and text
contribute to the central message in the story?
3. Is the documentary an effective communication
of the message? If so, what elements
contribute most to its effectiveness?
Topics
 K-12 global learning projects
 Use of cell phones as instructional tools
 Internet safety
 Cyber-bullying
 Other topics (chosen by students)
 Digital footprint
 Sexting
 Use of social media to extend classroom learning
Planning Tools/Media Resources
 Digital Story Planning Map
 Digital Storytelling Rubric
 Media Resources
Prior to the next class meeting, students
researched chosen topics and prepared a
digital story script. They located and saved
media (photos, graphics, and music) and
used the planning guide to consider
purpose, audience, mood, and sequencing.
Procedure: Session Two
 Instructor overview of
digital storytelling
applications
 Brief demonstration of
the process for
importing and editing
media
 Hands-on lab (story
production)
Interim
 Students participated
in peer review and
used feedback to make
revisions
 Open lab sessions
(voluntary attendance)
allowed students to
work on their stories
with assistance from
the instructor
Procedure: Session 3
 Students published their digital
stories to websites
 Learning teams reviewed
documentaries and selected one
story to represent the group
 Team picks were featured on the
“Big Screen”
Findings
 Purposeful use of reflection allowed students to
make connections between the technology and
their instructional practice.
 Self-assessment and peer review strengthened the
quality of students’ final products.
 Using a digital storytelling planning map helped to
emphasize the importance of well-researched
content over technical mastery.
Findings
 Requiring students to research a topic, write the
script and gather raw material (photos, videos,
music) prior to beginning instruction on software
tools resulted in better final products.
 Students needed explicit instruction on the legal
use of digital media.
 Web publishing increased students’ investment in
their finished projects and provided an opportunity
for participants to contribute to the larger
educational community.
Conclusions
 This study supports the findings of Kiraz and
Ozdemar (2006), who found that perceived
usefulness of a technology tool was more
influential than perceived ease of use.
 Establishing a solid rationale for using a computer
application before addressing technology skills and
competencies shifts the focus from the tool to the
pedagogy.
 Greater collaboration among faculty in theory and
methods courses and educational technology
courses could extend students’ understanding of
TPCK.
Conclusions
 Initiatives such as the Partnership for 21st Century
Skills illuminate the relationship between
technology tools, critical thinking, problem-solving,
creativity and innovation.
 Further research is needed to examine the
relationship between pre-service teacher
preparation and technology integration in the
classroom in later years.
References
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