Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge

Yildiz, Esra; Arpaci, Ibrahim

doi:10.1007/s10639-024-12614-1

Cited by 5 publications

(2 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ensuring the engagement of all students in classroom activities is crucial. Nonetheless, there is a concern that introducing new technology could create a division among students, separating students into knowledgeable, skilled, and equipped with technology from those who lack knowledge, skills, access, and familiarity [98]. Therefore, teachers should make sure that that their students comprehend the tasks and activities linked with implementing new technology, actively involving every student in such tasks and activities [99].…”

Section: Discussionmentioning

confidence: 99%

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Althubyani

2024

Sustainability

View full text Add to dashboard Cite

Digital transformation opens up multiple opportunities for educators to achieve the continuity of learning through life, aligning with UNESCO’s fourth goal of sustainable development, and to prepare them for the digital age. Effective integration of technology goes beyond using it for its own sake; it involves using it to deepen students’ learning experiences. Digital transformation raises key questions about teachers’ digital competence. Building on the DigCompEdu framework, the current study aims to uncover the level of digital competence of science teachers and their perceptions towards it as well as to identify the factors influencing this competence. The study adopted a mixed-methods approach utilizing a sequential explanatory design. This design involved a questionnaire which was administered to a sample of 611 science teachers, while a semi-structured interview was applied to 13 teachers. The results indicate that the teachers’ level of digital competence was medium (58.4%). The study also revealed that the teachers had high-level positive perceptions towards the use of digital technologies (78%). Furthermore, the results indicate that perceived usefulness and subjective norms directly influence digital competence. This study also identifies the benefits of digital technologies and the challenges that teachers encounter in implementing them in the educational environment. The benefits focus on enhancing students’ motivation and assessing their learning experiences, communicating with the educational community, and the continuousness of e-learning. The challenges, however, include the acceptance of technology by the educational community; cognitive and skill-related challenges faced by teachers; administrative and teaching burdens; limited access to digital technologies and tools; and challenges related to student behaviors. As a result, a set of recommendations and implications are proposed for educational policymakers, curriculum and professional development program designers, researchers, and educational practitioners.

show abstract

Section: Discussionmentioning

confidence: 99%

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Althubyani

2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…Technological knowledge positively affects both technological pedagogy and content knowledge (Li et al, 2022); (Santos & Castro, 2021); (Yildiz & Arpaci, 2024);(Agustini et al, 2019). The technological pedagogical knowledge variable, which positively affects both technological pedagogical and content knowledge, is tested by the twelfth hypothesis.…”

Section: Examining Variant Test Of Determination Analysismentioning

confidence: 99%

Analyze Variable TPACK (Technological, Pedagogical, and Content Knowledge) in Digital Learning: A Review

Menrisal

2023

J. Dig. Learning and Dist. Edu

View full text Add to dashboard Cite

In particular, the Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK) variables are the focus of this study, which attempts to ascertain the relationship between them. and Knowledge of Technological Pedagogical Content (TPACK). The Preferred Reporting Items for A review method used in this study. The study's findings that the TK on TCK, TK on TPK, TK on TPACK, and TPK on TPACK have a positive influence on each other. However, two relationships—the CK on TPACK and the PK variable on TPACK—do not have a positive or significant effect. Ten of the twelve hypothesized variables have a positive influence, while the other two have no discernible effect. It is intended that the research would improve teachers' TPACK skills, particularly in pedagogical and subject knowledge. Tags: Guru skills, TPACK, SmartPls

show abstract

Interactive GeoGebra applets to improving students’ learning performance in e-book-based learning environment

Yorganci,

Subasi

2024

Educ Inf Technol

View full text Add to dashboard Cite

Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge

Cited by 5 publications

References 59 publications

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Analyze Variable TPACK (Technological, Pedagogical, and Content Knowledge) in Digital Learning: A Review

Interactive GeoGebra applets to improving students’ learning performance in e-book-based learning environment

Contact Info

Product

Resources

About