eric.ed.gov har udgivet: It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates’ TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their teacher education preparation programs to professional development training ranging from no experience to applicable experiences to help foster transition into classroom teaching and learning. An effective training system in teacher education programs should be implemented to ensure that, with the presence and introduction of new technology in the classroom, the teachers are equipped with newly developed skills. The technology skills that in-service teachers placed the most value on achieving related to the technology tools associated with their discipline of… Continue Reading →
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eric.ed.gov har udgivet: Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field… Continue Reading →
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eric.ed.gov har udgivet: This article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to the TPACK framework in science classrooms (such as teachers’ self-efficacy, gender, teaching experience, teachers’ beliefs, etc.) are reviewed, and variations of the TPACK framework specific for science education are expounded upon. In the conclusion, some of the aspects of TPACK in science education that need to be addressed in future are indicated, including the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of the continuous encouraging of science teachers’ for their… Continue Reading →
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eric.ed.gov har udgivet: The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, & Bismark (2013) to measure teachers’ TPACK (Likert scale of 1 to 5) and 7 open-ended questions regarding technology integration. Descriptive statistics were used to analyze the quantitative data while a two-cycle coding process,… Continue Reading →
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eric.ed.gov har udgivet: This article will discuss two teacher training functions: One function is to give the teacher candidates practice in evaluating currently available mathematics websites used in grades K-8 for mathematics instruction. The second function is the evaluation of data by teaching candidates of 13 commonly used math sites by middle and elementary teachers. Research and data collection are combined with the authentic activity of evaluating mathematics websites using critical review and evaluation tools. The usage of technology to assist in the education process was been increasing with the advent of more complicated technologies and relevant software (e.g., mathematics based websites). Creating new ideas on how to potentially aid learning is important, but so is the evaluation of such sites and programs in order to determine that they (e.g.,… Continue Reading →
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eric.ed.gov har udgivet: This work summarizes the didactic design and introductory outcomes in an educative program, involving six math and physics university courses for engineers, based on the use and construction of widgets. Widgets were generated under Project Oriented Learning and blended learning methodologies. In the program, widgets previously generated by teachers are firstly used by students to appropriate basic and middle concepts. After, students were requested to generate their own widgets to develop complex thinking skills, applying related concepts but involving alternative situations. Design was based on curriculum integration to build mathematical, technical and visual representations of the problems and concepts involved. Wolfram Alpha, Desmos and Mathtab widget developers were used to generate ad hoc activities in terms of their capabilities and course requirements. Post-test only results of students’… Continue Reading →
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