The design and application of a digital storytelling process model to enhance teachers' understanding of TPACK and foster positive attitudes toward teaching with technologies

The study seeks to investigate teachers' perceptions of the process of creating digital stories using a process model (DSPM). The researchers explored how this model fostered effective technology integration skills among teachers as depicted in the technological pedagogical content knowledge (TPACK) framework. A five-point Likert scale questionnaire was used to collect participants' reflections on creating digital stories, their perceptions of how that process affects their TPACK skills, and their views about the pedagogical benefits of using digital stories as a strategy for effective teaching. Eighty-five pre-service and in-service teachers enrolled in a graduate instructional technology program participated in this study. Generally, the results showed a very strong connection between creating digital stories following the proposed process model and acquiring a positive perception toward technology integration in teachers. The results also revealed a general consensus among teachers on the effective use of digital stories in teaching.