Impact of Experiencing Event Design with Web 2.0 Tools on Prospective Mathematics Teachers

Autor/inn/en	Arabaci, Aybige; Orbay, Keziban
Titel	Impact of Experiencing Event Design with Web 2.0 Tools on Prospective Mathematics Teachers
Quelle	In: Problems of Education in the 21st Century, 80 (2022) 1, S.52-68 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arabaci, Aybige) ORCID (Orbay, Keziban)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Preservice Teachers; Mathematics Teachers; Web 2.0 Technologies; Technological Literacy; Pedagogical Content Knowledge; Student Attitudes; Educational Technology; Self Efficacy; Mathematics Instruction; Technology Uses in Education; Lesson Plans; Technology Integration; Positive Attitudes; Distance Education; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Pädagogische Kompetenz; Schülerverhalten; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson planning; Unterrichtsplanung; Distance study; Distance learning; Fernunterricht
Abstract	In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales "Technological Pedagogical Content Knowledge", "Self-Sufficiency for Web 2.0 Rapid Content Development" and "Attitude to Teaching Technologies". Qualitative data was collected using an interview form. Within the scope of the distance education and "Teaching numbers" course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers' self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the "Attitude towards Teaching Technologies" scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01