Education technology -training course
J. Mahdikhani Sarvejahani; H. Doosti; A. Tehranian; A. Shahvarani; M. Azhini
Abstract
Background and Objectives: Metaphors are powerful tools, which are used to present teachers' attitudes about mathematics and reflect their experiences. Teachers' metaphorical perception can make many educational events more tangible in order to examine the current status of education. Previous studies ...
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Background and Objectives: Metaphors are powerful tools, which are used to present teachers' attitudes about mathematics and reflect their experiences. Teachers' metaphorical perception can make many educational events more tangible in order to examine the current status of education. Previous studies asked provident teachers to provide metaphors for teaching mathematics and to use these metaphors to understand their attitudes about mathematics. On the other hand, these days, educational technologies have rapidly created new opportunities for meaningful education of mathematics. Therefore, the role of teachers in integrating education and technology is getting more and more important. Frequent use of technology, in almost every aspect of our lives, requires a change in the content and nature of school math programs, and it is important for students to use computers to increase their understanding of math concepts as they change. The use of computers in educational programs should be supported. Since the interpretation and explanation of teachers' attitudes toward the field of technology is important in teaching-learning, metaphors are used to compare mere and common interpretation. The National Council of Teachers of Mathematicshas stated that the use of technology is an appropriate method in mathematical reasoning, expression, problem solving, and effective communication. Moreover, the use of computers in educational programs should also be supported. Therefore, the main purpose of the current study based on the instrumentation method was to standardize the metaphorical perception scale of the effectiveness of mathematics education software in the teaching-learning process from the perspective of mathematics teachers.Methods: The research method was descriptive and the method entailed instrumentation and standardization. Using two-stage cluster sampling method and Morgan table, 198 male and female math teachers working in all primary and secondary state and non-state secondary schools in 1, 2, 3, 4 education districts of Tehranwere selected as the participants. Researchers prepared and designed a questionnaire with 44 items based on theoretical basics and related technologies in the field of mathematics education. In the first stage, CVI and CVR content validity indices were examined.Findings: After two stages of distributing questionnaires among eight experts in the field of education and technology of mathematics, the results showed that some items were removed due to not reaching the standard level. Finally, 28 items according to the components in the questionnaire were approved.The questionnaire was then distributed among math teachers in virtual networks.The results of reliability and exploratory factor analysis confirmed four factors with 26 items and the reliability value of each factor was proved and recordedbetween 0.78 and 0.94.Four main factors were identifiedincluding a metaphorical understanding of access and acquaintance, skill and mastery, interest, attitude, impact and application in the use of mathematical software.Conclusion: The results of this survey and tooling based on the views of math teachers showed that the four mentioned factors were very important in the efficiency and application of math education technologies and software in middle school teaching. Determining and explaining such factors can lead to a more detailed examination of the challenges and resources available in the preparation and distribution of mathematics education technologies in schools.
Teacher Education
M. Alizadehjamal; A. Shahvarani; Ali Iranmanesh; A. Tehranian
Abstract
Background and Objectives: Teachers 'beliefs and ideological structures are one of the main axes of educational research in order to achieve reforms in teachers' teaching methods. There have been several experimental studies on the beliefs of math teachers that have helped to conceptualize and define ...
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Background and Objectives: Teachers 'beliefs and ideological structures are one of the main axes of educational research in order to achieve reforms in teachers' teaching methods. There have been several experimental studies on the beliefs of math teachers that have helped to conceptualize and define beliefs and convictions. In a study titled "Developing Teachers 'Beliefs Through Online Education: A One-Year Experience of Teachers' and Scientific Teachers 'Beliefs in Learning and Teaching" by Wong, Wong showed that teachers' beliefs in using online education are influenced by the years of teaching. Skemp, In his study introduced two types of beliefs about mathematics: instrumental mathematics and relational mathematics. Mohammadi and Mosalaei, in a study entitled "Assessing the Beliefs of Selected Math Teachers in the Country Based on Their Demographic-Cognitive Characteristics" showed that teachers' beliefs about the process of updating their professional competencies in teaching increased; Their responsibility for their professional behavior increases. With the advent of new technologies, math teachers have also turned their attention to using a new framework to integrate technology knowledge with pedagogical knowledge and content knowledge. The main aim of the current study was examining the effect of mathematical education on the basis of the content-pedagogical and technological model (TPACK) on changing the beliefs of high school teachers regarding the rate of application of mathematical education software in the teaching process. Methods: The researcher used a semi-experimental two-way pre-test and post-test method to observe the changing beliefs of teachers before and after the implementation of a workshop training in software. The statistical population of this study is all high school math teachers of North Khorasan rovince. Based on Cochran's formula, 73 of them were selected by cluster sampling and were divided into two groups: control (n=33) and experiment (n=40). The standard questionnaire used in this research was made by Zambak (2014), based on the theoretical framework. Data were analyzed by SPSS software and covariance analysis was used to test the research hypothesis. Findings: The results of statistical analysis of this study showed that the holding of a mathematical training workshop using GeoGebra in the form of a "content-pedagogical and technological model (TPACK)" has had a positive impact on the beliefs of high school math teachers about using modern technologies in education. The study's findings also show that some math teachers, while adopting technology as a useful teaching tool for classrooms; But they are concerned about misplaced technology interference in the understanding of a mathematical subject and, therefore, are not encouraged to use technology in their classroom, and allow it only as an informal educational activity. Conclusion: According to the findings of this study, it can be concluded that the development of knowledge and change of math teachers' beliefs about using up-to-date technologies in mathematics teaching based on school facilities and limitations of educational organizations in different provinces of the country is very important. It is suggested that the decision makers in this field, by discovering and identifying talented teachers in different parts of the country, offer short-term and long-term training to enhance their ability to improve the overall level of mathematics teachers in the country.
