English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The use of educational resources based on practical cases has a key role in course design (Hudspeth et al., 2006). These are useful, especially to teach natural sciences (e.g., physics, earth sciences, life sciences) and applied technologies subjects in pre-primary and primary education. The Natural Sciences and Technology Education are essential subjects in the training of pre-service teachers. Fulfilment of high-quality teaching is a continuous challenge for universities, and, as current literature confirmed, an improvement of the quality of instruction, especially in the case of Science and Technology Education subjects, is necessary (Fitzgerald, 2019; List, 2019; Pimthong & Williams, in press; Todorova et al., 2017). For example, the use of video-based learning can be a useful resource to guide and enhance especially those parts of the training that pre-service teachers considered to be challenging in the absence of accurate examples (Beilstein et al., 2017). The practical activities are usually performed as project-based learning with small groups of children during the didactics of natural sciences classes (Avsec & Sajdera, 2019). In this context, the video educational resources based on practical cases are always appreciated. A video resource (Nassim, 2018) that forms the basis of the development of Digital Storytelling (DS) can accurately synthesize what the users must understand and retain. One incontestable advantage of video resources is the possibility to return to a required sequence for further explanations. Another advantage is the possibility of making simulations of imaginary cases based on real cases (Dunleavy et al., 2009; Päivi et al., 2007). Experiential education has the potential to improve the pre-service teachers’ understanding and to develop a critical approach. Nevertheless, reallife examples assumed that ”learning by doing, active learning, simulations, or incorporating real-world information in instruction, as an alternative, it requires pre-service teachers’ to Do, Reflect, Think, and Apply” (Butler et al., 2019, p. 12). The real-life examples used in experiential education represented a specific or hypothetical problem, modelled or simulated, which exists or may exist in Iuliana Lazar, Georgeta Panisoara, Ion-Ovidiu Panisoara Bucharest University, Romania Abstract. This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers’ digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.

ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL