The purpose of this study is to develop a valid and reliable scale to measure teachers’ attitudes towards the use of digital stories in their lessons. Digital storytelling is considered a novel technological tool expected to become more prevalent in educational settings in our era. Teachers’ attitudes and acceptance levels toward these new technological tools are of paramount importance for the effective utilization of digital stories in education and for promoting technological change and transformation in educational environments.To collect research data, ethical approval was obtained through Institutional Review Board decision number 2022-9, session number 21, dated October 27, 2022. The study group consists of teachers currently employed in the 2022-2023 academic year. Among the participants, 25.2% are male, and 74.8% are female. Regarding age distribution, 30.4% of participants fall into the 20-30 age range, 43.6% in the 31-40 age range, 19.2% in the 41-50 age range, and 6.8% are 51 years and older. In terms of educational background, 89.2% of participants have a bachelor’s degree, 9.6% have a master’s degree, and 1.2% have a doctorate. Furthermore, 20.8% of participants have 1-5 years of professional experience, 32.8% have 6-10 years, 16.8% have 11-15 years, 13.6% have 16-20 years, and 16% have over 21 years of teaching experience. When examining the distribution according to workplace, 40.8% of participants work in public schools, while 59.2% work in private schools. To ensure the adequacy of the sample, statistical analyses were conducted, resulting in a Kaiser-Meyer-Olkin (KMO) test value of 0.931, indicating that the sample size used in the pilot study is highly appropriate.In line with the research objectives, a attitude scale was developed to measure and analyze teachers’ attitudes toward the use of digital stories in their lessons. The scale items were determined through a review of relevant literature and were organized based on expert opinions. Reliability and validity analyses were performed to ensure the accuracy and reliability of the scale in measuring teachers’ attitudes. Exploratory Factor Analysis (EFA) revealed that the scale items clustered into five sub-dimensions, explaining 69.3% of the variance. The derived sub-dimensions were labeled as “Attitude Toward Creation” (12 items, ? = ,946), “Attitude Toward Use” (8 items, ? = ,910), “Attitude Toward Digitalization” (6 items, ? = ,770), “Attitude Toward Effects” (3 items, ? = ,791), and “Attitude Toward Approval” (2 items, ? = ,664).The reliability test results for the digital storytelling attitude scale showed a Cronbach’s Alpha coefficient of ? = 0.907 for the overall structure of the scale, indicating a high level of overall reliability.This study is significant as it aims to identify and assess teachers’ attitudes towards the use of digital stories, thereby contributing to the promotion of technology use in educational settings and the effective utilization of digital stories. The findings can also be used to support the effective use of technology in education, emphasize the role of digital stories in teaching, and contribute to the development of educational programs for teachers, thus making a valuable contribution to the existing literature in this field.

Turkish education, digital storytelling, educational technologies, instructional material, multimedia.