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Digital storytelling, telling a story with words, images and sounds to create a digital project, is a popular method among educators and researchers. Use of digital storytelling method in classrooms provides many advantages such as supporting 21st century skills for teachers. The purpose of this study is to investigate the history pre-service teachers’ perspective about using of digital storytelling in educational environments. The study was designed qualitative method. Data are collected with semi-structured interview form. The eight pre-service teachers participated in the study that enrolled in History Education at Gazi University.  Two coders construct two schemas from data, and then schemas were revised and determined three themes. These themes are (1) the definition of digital storytelling, (2) the benefits of digital storytelling, and (3) the difficulties in the process of creating digital stories. In conclusion, the participants state that digital storytelling has positive effects/contributions on enhancing students’ motivation and creative thinking skills. In addition, all of the participants state that they will use digital storytelling activities in educational environments when they are in-service. Ozet Teknolojinin ucuzlamasi ve yayginlasmasiyla, dijital hikâye anlatimi her bireyin firsat bulabilecegi kolay bir etkinlik olarak karsimiza cikmaktadir. Bu durum, dijital hikâye anlatimi etkinliginin egitimciler ve arastirmacilar arasinda populer hale gelmesine olanak saglamaktadir. Bu arastirmanin amaci, tarih ogretmeni adaylarinin ogretim ortamlarinda dijital hikâye anlatimi etkinliginin kullanilmasina yonelik goruslerinin arastirilmasidir. Arastirmaya, Gazi Egitim Fakultesi Tarih Egitimi Anabilim Dali2.sinifta okuyan 8 ogretmen adayi katilmistir. Verilerin toplanmasinda yari yapilandirilmis gorusme formu kullanilmistir. Verilerin analizi asamasinda iki kodlayici, verilerden iki ayri sema olusturmus ve bu semalar yeniden gozden gecirilerek uc ortak tema belirlenmistir. Bu temalar (1) dijital hikâye anlatimin tanimi, (2) dijital hikâye anlatiminin faydalari, (3) dijital hikâye olusturma surecinde yasanan zorluklar seklindedir. Arastirma sonunda ogretmen adaylari, dijital hikâye anlatim etkinliginin ogretim surecinde kullanilmasinin ogrenci katilimi, motivasyon ve yaratici dusunme becerisi acisindan pek cok egitsel avantajinin oldugunu belirtmislerdir. Buna ek olarak butun katilimcilar, bu etkinligi gorev yapacaklari sinif ortamlarinda kullanacaklarini ifade etmislerdir.

uluslararası i̇nsan bilimleri dergisi

The perspective of history pre-service teachers’ towards the use of digital storytelling in educational environments&lt;p&gt;Tarih öğretmeni adaylarının öğretim ortamlarında dijital hikâye anlatımı etkinliğinin kullanımına yönelik görüşleri