When the heading “Special Objectives” in the Turkish Teaching Curriculum are examined, it is seen that there are expressions such as “developing the skills of researching, discovering, interpreting information and constructing it in the mind” and “developing the skills of accessing information from printed materials and multimedia sources, arranging, questioning, using and producing information”. In other words, it is seen that the use of digital storytelling by Turkish teachers in Turkish lessons complies with the objectives and learning outcomes of the Turkish Teaching Curriculum. In this connection, the purpose of the current study is to enable Turkish teachers to learn digital storytelling in order for them to be able to use digital stories in Turkish lessons. To this end, the study employed action research, which is one of the qualitative research methods. The study group of the study is comprised of 21 Turkish teachers working in the city of Kars in the spring term of the 2020-2021 school year. The data collection tools of this study are the “Digital Story Making Interview Form” and the “Digital Story Making Evaluation Form” developed by the researchers. The “Digital Story Making Evaluation Form” was administered after the training and activities had been completed. In the analysis of the collected data, content analysis was used. According to the data obtained in the study, as a result of all the training and activities, the participants gained the necessary knowledge and skills about writing digital stories.

Turkish teacher, digital story, Turkish lesson, action research.