A Model Proposal on ICT Integration for Effective Mathematics Instruction

Abstract

ABSTRACT:The aim of this study is to present a model for an effective mathematics instruction with respect to how ICT integration is put into practice. The research was established on three bases as effective mathematics instruction, ICT integration and 5E learning cycle. A learning environment was created by grounding on these three elements. In this study, which was carried out in accordance with design-based research model, the participants were 47 preservice mathematics teachers. As data-collection tools, video-recordings, check-lists, and lesson plans were used. By the nature of design-based research model, data was collected during 12 weeks to enable the designs to be improved constantly, and it was analyzed instantly, consistently, retrospectively by means of frequency, percent and content analysis. As a result of the data analysis, it was revealed that the learning environment made a positive contribution to the process of preparing lesson plans aimed at providing ICT integration for effective mathematics instruction. When the realization process of ICT integration in prepared lesson plans has been investigated that 95 percent of 101 lesson plans of all weeks have been successful in terms of ICT integration. As a result, a model involving "PlanningImplementation-Evaluation" for implementing ICT integration was proposed.Keywords: ICT integration, Effective mathematics instruction, Preservice teachers, Design based research, 5E learning cycle ÖZ: Bu çalışmanın amacı etkili matematik öğretimi için BİT entegrasyonunun nasıl gerçekleştirilebileceğine ilişkin bir model önerisi ortaya koymaktır. Araştırma, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulmuştur. 12 hafta devam eden uygulama sürecinde bu üç öge temel alınarak bir öğrenme ortamı oluşturulmuştur. Tasarım tabanlı araştırma modeline uygun olarak yürütülen çalışmada katılımcılar, Bilgisayar Destekli Matematik Öğretimi dersini almakta olan 47 ilköğretim matematik öğretmen adayından oluşmuştur. Verilerin toplanmasında araştırmacılar tarafından geliştirilen kontrol listeleri, video kayıtları, öğrencilerin hazırladıkları ders planları, yansımalar ve anket kullanılmıştır. Tasarım Tabanlı araştırma modelinin doğası gereği, Tasarımların sürekli olarak iyileştirilebilmesi için 12 hafta boyunca veriler toplanmış ve her hafta toplanan veriler hemen, sürekli ve geriye dönük olarak frekans, yüzde ve içerik analizi yoluyla çözümlenmiştir. Verilerin analizi sonucunda, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulan öğrenme ortamının öğretmen adaylarının etkili matematik öğretimi için BİT entegrasyonunu sağlamaya yönelik ders planı hazırlama süreçlerine olumlu katkı sağladığı belirlenmiştir. Hazırlanan ders planlarında BİT entegrasyonunun gerçekleşme süreci incelendiğinde tüm haftalara ait 101 ders planından %95'inin BİTE açısından başarılı olduğu söylenebilir. Buradan yola çıkılarak etkili öğretim süreçleri gerçekleştirilebilmesi için BİT entegrasyonunun nasıl...

Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies

“…To implementing the exploration step ◊ Missing interaction and discussion (Demirbas & Pektas, 2015;Iscan et al, 2015) A: The pre-service teachers did not provide enough opportunities for their students to make comparisons, interact with others, discuss their ideas after conflicting situations (Iscan et al, 2015, p. 323). To implementing the explanation step ◊ Teacher-centered (Enugu & Hokayem, 2017;Namdar & Kucuk, 2018;Yildiz & Kocak Usluel, 2016) ◊ Address misconception (Iscan et al, 2015;Metin & Ozmen, 2009) A: Rather than discussing the results of the experiments as mentioned in their lesson plan, they skipped the discussion part and read out definitions directly from the slides (Enugu & Hokayem, 2017, p. 184).…”

“…During the engagement phase of the 5E instructional model, pre-service teachers were challenged to find appropriate activities that would determine what students know or think about the topic (Demirbas & Pektas, 2015;Iscan et al, 2015;Metin & Ozmen, 2009;Namdar & Kucuk, 2018;Yildiz & Kocak Usluel, 2016).…”

“…During the exploration/explanation phase, preservice teachers found it challenging to shift instruction to a more learner-centered instructional model. Although the pre-service teachers planned a 5E instruction model, their classroom practice was not student-centered (Enugu & Hokayem, 2017;Namdar & Kucuk, 2018;Yildiz & Kocak Usluel, 2016). In addition, pre-service teachers are likely to not address students' misconceptions during this phase (Iscan et al, 2015).…”

“…Although the 5E instructional model was developed in 1980, the application of the learning cycle in classroom instruction remains a challenging task for teachers at all levels (e.g., Bybee et al, 2006;Yildiz & Kocak Usluel, 2016). A number of factors have been identified to explain teachers' barriers to and challenges regarding the implementation of the 5E instructional model.…”

Models for the pedagogical integration of information and communication technologies: a literature review

“…Similarly, the teacher's role in process innovation is analysed via the K20 model (WILLIAMS et al, 2008), the Teaching Development Programme model (TDP) (ALBION et al, 2015), the Concerns-Based Adoption Model (CBAM) (KARMESHU et al, 2013;PEARSON, 2015), and the Technology Acceptance model (ALRESHEED et al, 2015). Regarding the study of the dynamic relationships between learning agents and ICT, Toh 2016, Zagami (2013) and Lin (2011) used the ecological model as a reference point.…”