ASSESSING PRESERVICE SOCIAL STUDIES TEACHERS’ EXPERIENCES IN DESIGNING DIGITAL MATERIALS DURING THE DISTANCE EDUCATION PROCESS
Turkish Online Journal of Distance Education, vol.27, no.3, 2026 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 27 Issue: 3
- Publication Date: 2026
- Doi Number: 10.17718/tojde.1786709
- Journal Name: Turkish Online Journal of Distance Education
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Index Islamicus, Education Source Ultimate (EBSCO)
- Keywords: digital teaching materials, Distance education, individual innovativeness, social studies, technological pedagogical content knowledge
- Open Archive Collection: AVESIS Open Access Collection
- Anadolu University Affiliated: Yes
Abstract
The aim of this study is to assess the experiences of pre-service social studies teachers in designing digital materials during the distance education process, based on various variables. This study employed an embedded mixed-methods design. The study group consisted of thirty pre-service social studies teachers enrolled in a third-year “Material Design in Social Studies Teaching” course at a university in the Southeastern Anatolia region of Turkiye. Data collection instruments included the Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS), Individual Innovativeness Scale (IS), Technology Integration Strategies Scale (TIS), a semi-structured interview form, and participant diaries. The quantitative data were analysed using parametric and non-parametric tests, while qualitative data underwent thematic analysis. Mixed-method integration was achieved through joint displays to combine quantitative and qualitative findings. Following the completion of the digital material development process, an increase was observed in pre-service teachers' self-assessment of their technological pedagogical content knowledge, their perceptions of individual innovation, and their perceptions of technology integration strategies. The qualitative findings (interviews and diaries) support the quantitative results, which demonstrated statistically significant medium-to-large effect sizes. To ensure the integration of technology by pre-service teachers, it is recommended that they be provided with opportunities to develop digital materials.