ABSTRACT Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers.

中文翻译：

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数字讲故事在基础数学教师教育中的使用

摘要技术设备广泛应用于教育系统，形式多样，用途广泛。要求教师不仅要以最高效率使用技术，而且还应在适当使用技术方面充当学生的榜样。但是，许多教师候选人并不了解技术课堂的教育用途。因此，必须通过课程和现场经验将技术特别整合到本科教师培训计划中。为了提高课堂教学过程的效率，人们采用了各种方法，技术，工具和设备，其中数字讲故事就是其中之一。在教育中使用数字故事对老师和学生都有利。为此原因，这项研究调查了数学教育中数字故事的使用，以及数学教师候选人关于创建，使用和评估数字故事的观点和经验。研究数据通过半结构化访谈收集，转录并分析内容。研究结果表明，潜在的数学老师更喜欢GoAnimate程序来创建数字故事，因为它易于使用，设计以及所暗示的人物和视觉效果。此外，发现准教师渴望在未来的职业中使用数字故事。研究结果表明，潜在的数学老师更喜欢GoAnimate程序来创建数字故事，因为它易于使用，设计以及所暗示的人物和视觉效果。此外，发现准教师渴望在未来的职业中使用数字故事。研究结果表明，潜在的数学老师更喜欢GoAnimate程序来创建数字故事，因为它易于使用，设计以及所暗示的人物和视觉效果。此外，发现准教师渴望在未来的职业中使用数字故事。