Abstract

In this study, pre-service teachers used an open-ended technological tool, StoryJumper, to design digital storytelling (DS) that supports self-regulatory processes. In the research, firstly potential of supporting self-regulatory processes of the DS implementation was examined. Three experts according to the indicator list based on Zimmerman’s (2000) self-regulation model evaluated it. Secondly, pre-service teachers were asked about their opinions on the process of preparing digital storytelling in the frame of open-ended questions. Data analysis of the expert opinions showed that, planning of strategies of help seeking, time management, and gathering information, using the strategies of time management and information gathering strategies are the low level. However, it emphasized skills such as goal setting, planning, self-efficacy, imagery, task strategies, strategy change, help seeking, self-evaluation, satisfaction and causal attributions are at the high level. Opinions of the pre-service teachers were explored using thematic analysis. Results revealed the frequent use of some skills during the process including goal setting, planning, task strategies, self-observation, strategy change, self-evaluation, satisfaction and causal attributions. As a result, expert scores addressing the potential of DS in terms of supporting self-regulatory processes were found parallel with student teachers’ perceptions on the process of digital storytelling.

Key words: Self-Regulated Learning, Self-Regulatory Skills, Digital Storytelling Implementation, Teacher Education, Pre-service Teachers