Assessment of digital material design experiences of preservice social studies teachers in terms of various variables: A mixed design research

In present, it is become crucial to comply with shifting today's educational conditions and advancements in technology. In this compliance to the technology, teacher's role is considered as significant. As every single teacher who prepares students for the future, social studies teachers need to possess necessary skills for this compliance. To accomplish this goal, it may be helpful that teachers should be included into education process during their undergraduate to attain those skills. In this manner, for successful fusion process of technology-social studies integration, it is important for preservice teachers to receive training on the use of digital education materials during their undergraduate education. In this study, embedded mixed design was used to assess preservice social studies teachers' digital material design experiences based on various variables. The study group was comprised of thirty preservice social studies teachers. In order to collect data, scales and semi-structured interview protocol, and participant diary were utilized in the study. Data was analyzed through paired sample t-test (quantitative) and inductive analysis (qualitative). Considering the mixed data gathered from quantitative and qualitative data, it can be concluded that relevant experiences derived from qualitative data, and significant results obtained from quantitative analysis indicated medium and large level of effect size. It is recommended that preservice social studies teachers needs to have opportunity to develop digital materials so as to provide their technology integration.