Effectiveness of a Professional Development Course Based on Information and Communication Technologies on Mathematics Teachers' Skills in Designing Technology-Enhanced Task

Autor/in	Zengin, Yilmaz
Titel	Effectiveness of a Professional Development Course Based on Information and Communication Technologies on Mathematics Teachers' Skills in Designing Technology-Enhanced Task
Quelle	In: Education and Information Technologies, 28 (2023) 12, S.16201-16231 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zengin, Yilmaz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11728-2
Schlagwörter	Faculty Development; Information Technology; Technology Uses in Education; Mathematics Teachers; Teaching Skills; Design; Skill Development; Thinking Skills; Semiotics + Suchen Sie Ihr Suchwort? Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Semiotik
Abstract	The purpose of this study is to examine the effect of a professional development course based on information and communication technologies (ICTs) on mathematics teachers' skills in designing technology-enhanced task. A technology-enhanced professional development course for supporting mathematical reasoning is designed, implemented, and evaluated based on this aim. The participants of this study are 17 in-service mathematics teachers. In this study, data are collected from technology-enhanced tasks developed by the participants, dynamic mathematics software files, written documents, and their self-reflections. Both the quantitative and qualitative data are analyzed based on the Dynamic Geometry Task Analysis Framework. As a result of the analysis, it was determined that the professional development course based on ICTs contributed positively to the development of mathematics teachers' skills in designing technology-enhanced task. After the course based on ICTs, it was revealed that mathematics teachers designed a high-quality task by coordinating the mathematical depth with technological actions and these designed tasks had the potential to develop students' reasoning. In addition, in this process, the dragging and slider tools are considered specific tools of semiotic mediation contributing to fostering mathematical reasoning through the designed tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01