Abstract:

This study aims to examine the prospective teachers' views on the digital material development process. In line with this objective, the research was designed in a phenomenological design. Based on criterion sampling, a total of 44 participants from History, Geography, and Philosophy teacher candidates who took Instructional Technology and Material Design course were included in the study. An interview form was used during the data gathering process, and the content analysis was selected as the baseline in the analysis of the data. In the findings, 5 categories indicated as 'contribution to active learning process', 'professional competence', 'teaching process', 'technological / digital competence' and 'technological problems' were obtained from the social science teacher candidates' statements about the digital material development process. It has been concluded that prospective teachers have positive perceptions regarding the digital material development process in the context of instructional technologies and material design courses. However, in the context of the 'technological problems', some difficulties in the internet access and the facts that some of the digital applications could not be translated into Turkish and that some digital applications have been charged after certain expiration date were considered by prospective teachers as a problem during the digital material development process.

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