Author :
Abstract
This study examines the roles that teachers’ give to technology in mathematics lesson by teachers. Data were acquired within the scope of a professional development project supported by Scientific and Technological Research Council of Turkey (TUBITAK). Technology integration education given within the scope of the project lasted for a month, four hours a week. In the educational program, teachers were informed about what should be taken into consideration when integrating technology into their lessons. The participants consisted of 10 teachers. The participants were randomly chosen among the teachers who received the educational training given within the scope of the project and who were available for technology use in their classes. The videos were analyzed within the context of roles given to technology. According to the findings obtained from video analyses, before the educational program, teachers did not use technology in their lessons even though their classroom environment was convenient for technology usage or used replacement, which is the lowest level among technology usage roles. After the program, teachers were observed to realize technology integration beginning generally from the lowest level. In addition, after the program, as well as replacement, two teachers used technology in the transformation role and five teachers used technology in the amplification role.
Keywords
Abstract
This study examines the roles that teachers’ give to technology in mathematics lesson by teachers. Data were acquired within the scope of a professional development project supported by Scientific and Technological Research Council of Turkey (TUBITAK). Technology integration education given within the scope of the project lasted for a month, four hours a week. In the educational program, teachers were informed about what should be taken into consideration when integrating technology into their lessons. The participants consisted of 10 teachers. The participants were randomly chosen among the teachers who received the educational training given within the scope of the project and who were available for technology use in their classes. The videos were analyzed within the context of roles given to technology. According to the findings obtained from video analyses, before the educational program, teachers did not use technology in their lessons even though their classroom environment was convenient for technology usage or used replacement, which is the lowest level among technology usage roles. After the program, teachers were observed to realize technology integration beginning generally from the lowest level. In addition, after the program, as well as replacement, two teachers used technology in the transformation role and five teachers used technology in the amplification role.
Keywords
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