Dinamik Matematik Yazılımları ile Desteklenmiş Öğrenme Ortamında Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi (Investigating Pre-service Teachers' Technological Pedagogical Content ...)....Doi: 10.14686/buefad.v4i2.5000143622

Atasoy, Ercan; Uzun, Neslihan; Aygun, Berna

doi:10.14686/buefad.v4i2.5000143622

Cited by 8 publications

(6 citation statements)

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“…Smith, Kim and McIntyre (2016) reached parallel findings in relation to what pre-service teachers have opinions on technology use also. Considering the disadvantages of technology use in educational context, similar to the current study, it was seen that the PPTs presented opinions related to technical issues, classroom management, misuse and teachers' lack of technological knowledge in the other studies (Atasoy, Uzun, and Aygun 2015;Ciftci and Tatar 2014;Ocal and Simsek 2017). In light of these results, it can be said that the results obtained from the current study are in line with those obtained from other studies in the literature.…”

Section: Discussionsupporting

confidence: 88%

“…The PPTs were asked to express their opinions about technology, and the answers were examined under the heading of advantages and disadvantages. Concerning the advantages of technology use in an educational context, in the study of Atasoy, Uzun, and Aygun (2015), pre-service teachers' thoughts were revealed as permanent learning, improving students' thinking skills, making the lesson enjoyable and simplifying. In addition, Ciftci and Tatar (2014) found that pre-service teachers had opinions that technology is interesting and easily accessible.…”

Section: Discussionmentioning

confidence: 99%

“…However, despite the positive views towards technology, it cannot be considered that it could be fully integrated into learning environments (Angeli and Valanides 2009;Cheok et al 2016;Ertmer and Ottenbreit-Leftwich 2010;Kim et al 2013;Martin 2018;Taimalu and Luik 2019). This is mainly due to the traditional and teacher-centred understanding of education, as well as too much focus on technical skills (Angeli and Valanides 2009;Atasoy, Uzun, and Aygun 2015;Avci and Coskuntuncel 2018;Aydin 2005;Ertmer and Ottenbreit-Leftwich 2010). Before these barriers, it was emphasised that teachers should have positive beliefs and opinions about the use of technology (Lin 2008;Sedoyeka 2012).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

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Pre-service primary teachers’ views and use of technology in mathematics lessons

Şahal

Özdemir

2020

Research in Learning Technology

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Pre-service teachers who are future practitioners of the curriculum cannot be considered independent of their views on education and technology. The goal of this study is to determine the use of technology and the opinions of pre-service primary teachers (PPTs) regarding the use of technology in classroom activities in mathematics lessons. The research was conducted with 62 PPTs studying in a state university. The study is based on a case study. The PPTs designed and implemented activities with respect to the objective(s) in the primary school mathematics-teaching programme. These activities were observed and recorded in video. At the end of the semester, the opinion form prepared by the researchers was applied to the PPTs. Descriptive statistics, descriptive analysis and content analysis methods were used in the analysis of the data. According to the findings of the research, almost all of the PPTs expressed opinions about the positive and negative aspects of technology usage related to education. Furthermore, while 83.86% of the PPTs indicated that they wanted to use technology effectively in their professional lives in the future, only 19.35% of the observed activities benefited from the technology. PPTs advocated two main reasons for not using technology in classroom activities. The first was that concrete material is more effective where physical conditions are inadequate and the difficulty in accessing materials, especially at schools in rural areas. The second main reason concerned time constraints while following the curriculum.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

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Pre-service primary teachers’ views and use of technology in mathematics lessons

Şahal

Özdemir

2020

Research in Learning Technology

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“…It was observed that the effect of technology-supported argumentation-based instruction on this was moderate. Different from the result here, Atasoy et al (2015) stated in their study that there was an increase in self-efficacy related to TPK and TCK components. The researchers stated that these increases may have resulted from the decrease in pre-service teachers' anxiety about integrating technology into the teaching process and the fact that they encountered exemplary activities related to teaching-technology integration.…”

Section: Discussion Conclusion and Recommendationscontrasting

confidence: 99%

“…There are studies on TPACK self-evaluation levels of teachers and pre-service teachers. These studies also reveal that the level of self-evaluation is among the factors affecting TPACK (Abbitt, 2011b;Abbitt & Klett, 2007;Archambault & Crippen, 2009;Atasoy et al, 2015;Canbazoglu Bilici, 2012;Isman & Canan, 2008;Schmidt et al, 2009;Topcu & Masal, 2020). Based on these studies, the motivation of pre-service teachers, who are the future teachers, and their self-evaluation levels that affect their performance in the teaching process should be high.…”

Section: Introductionmentioning

confidence: 93%

The Effect of Technology Assisted Argumentation Based Teaching on Technological Pedagogical Content Knowledge Self Assessments of Preservice Teachers

Korkmaz

Biber

2023

Kastamonu Eğitim Dergisi

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Purpose: This study investigates the effect of technology-supported argumentation-based teaching on pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) self-assessment. Design/Methodology/Approach: A quasi-experimental design with a pretest-posttest control group was used in the research. Participants of the study are 43 pre-service mathematics teachers who take the Analytic Geometry-I course. They were studying in the third grade in the faculty of education at a state university in Turkey in the fall semester of the 2019-2020 academic year. In the research process of the study, the subject of transformation geometry was taught to the experimental group using technology-supported argumentation-based teaching practice. The lessons are planned to last four weeks (12 lesson hours), three lessons per week. In the first week of the lessons, the translational transformation, reflection transformation in the second and third weeks, and rotational transformation in the fourth week were discussed. TPACK-SAS (self-assessment scale), which was used as a data collection tool in the study, was applied to both groups before the first week (pre-test) and after the last week (post-test). Findings: The research findings observed that the participants' self-evaluations about TK (technology knowledge) were relatively low. In addition, it was observed that pre-service teachers' post-test mean scores regarding the sub-dimensions of PK (pedagogical knowledge), PCK (pedagogical content knowledge), and TPACK (Technological Pedagogical Content Knowledge), which mainly includes pedagogy knowledge, were high. Highlights: As a result of the research, it was concluded that the technology-supported argumentation-based transformation geometry teaching practice did not affect the TPACK self-evaluation of the pre-service teachers in the experimental group. Studies similar to this with pre-service teachers can be carried out with students at different educational levels on transformation geometry or another mathematics subject.

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Middle school teachers’ opinions about using Vustat and Tinkerplots in the data processing in middle school mathematics

Avcı¹,

Çoşkuntuncel

2018

Pegegog

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The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

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Dinamik Matematik Yazılımları ile Desteklenmiş Öğrenme Ortamında Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi (Investigating Pre-service Teachers' Technological Pedagogical Content ...)....Doi: 10.14686/buefad.v4i2.5000143622

Cited by 8 publications

References 10 publications

Pre-service primary teachers’ views and use of technology in mathematics lessons

Pre-service primary teachers’ views and use of technology in mathematics lessons

The Effect of Technology Assisted Argumentation Based Teaching on Technological Pedagogical Content Knowledge Self Assessments of Preservice Teachers

Middle school teachers’ opinions about using Vustat and Tinkerplots in the data processing in middle school mathematics

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