An investigation of techno-stresses of teacher candidates: Digital story example

Abstract: At the present time, changes in education have begun to come true with technology. As teachers began to incorporate technology into strategy strategies and techniques they used while teaching, innovations in this area also emerged in learning environments. In this research, it was aimed that establish the learning environments in the direction of the third and fourth class acquisition of primary school within the scope of technology assisted instructional practices of the classroom teacher candidates and to reveal the change of technological, opinions about stress and techno-stress situations before and after digital story preparation. In addition, the change of technological pedagogical content knowledge of teacher candidates has been investigated. The research was carried out by Kastamonu University Faculty of Education, Primary School Education third class students. The study group consists of 79 teacher candidates. It is in the case study design. The data collection tools were interview form developed by the researchers, TPAB scale, TPAB form. Data collection tools were applied twice before and after the teacher-candidates' technology-based teaching practices and digital story building activities, both as pre-test and post-test. Descriptive analysis was carried out by taking into account the main headings of technology, stress and technological stress given from the interview form. In the comparison of pre-test and post-test mean scores according to the answer to the TPAB scale, the dependent samples t-tested was used. No significant difference was found between the TPAB areas as a result of the test. In the TPAB form, the TPAB fields where the teacher candidates have seen themselves are presented as frequency tables, and descriptive analysis is carried out in the cues they justify. As a result of the analysis of the data, teacher candidates have emphasized on the function of technology, production, use of information, contribution of technology in both pre-test and post-test in the definition of technology. In the preliminary test, when the teacher candidates explained the adverse effects of the technology in their explanations, this situation was removed from the final test. When interview forms are inverstigated in the last test, it is seen that teacher candidates are given digital story answer in stressful situations. There are situations where they are excited about technology problems, knowing what to do, and there are cases where the process of preparing digital stories may create stress in students. In the TPAB information fields table, while field knowledge and pedagogical information were selected in the pre-tests, technological knowledge and technological pedagogical knowledge fields were selected in the post-tests. In the descriptive analysis of the TPAB knowledge base table, it is seen that in the posts-tests they started to use the technology according to the pre-tests. Teacher candidates associated tech-supported practices with learning environments, but there are discourses about the use of technology. Although there are discourses about the use of technology in terms of stress because there is no guidance on these practices and the digital story, it does not seem to have any effect. Key Words: Digital story, technology, stress, techno-stress