Abstract:

The purpose of this study is to investigate the digital activities prepared by prospective primary school teachers for a Turkish course and the processes involved in organizing activities. The research used a case study design, with data collected through semi-structured interviews and document analysis. The study group comprised 24 final year prospective primary school teachers selected from the Department of Primary School Education at a university in Konya-Turkey, who were eligible for criterion sampling. They were tasked with designing activities using digital tools for their respective learning domains (listening, speaking, reading and writing) and grade levels (second, third and fourth). Accordingly, each grade level is associated with eight potential prospective teachers, and each learning domain is associated with six potential prospective teachers. The prospective teachers described their experiences in preparing activities using digital tools through a semi-structured interview form, which was also shared with the students online. The researcher actively followed the form during this process and immediately intervened in cases that were not understood or needed clarification. The semi-structured interview form comprises four questions. Data analysis was conducted using content analysis. To ensure the research's validity and reliability, various approaches specific to qualitative research were used in terms of internal and external validity, internal and external reliability, credibility, confirmability, transferability, and consistency. According to the findings, prospective primary school teachers benefited from different digital tools, designed original activities, and considered the suitability of the activities to the curriculum and the level of the students. Nevertheless, some prospective teachers struggled with technical issues, content development, and the selection of suitable tools. Prospective teachers recommended using more digital tools in class and having access to paid tools. Lastly, although the prospective teachers believed that their undergraduate education and individual skills were generally sufficient for technology integration, they stressed the importance of hands-on experience. At the conclusion of the study, recommendations aligned with the research findings are provided.

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