Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC

Q1 Social Sciences
James Smiling , Karen Hollebrands
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引用次数: 0

Abstract

As the demand for incorporating educational technologies into the mathematics teaching curriculum rises, there is an increasing need for teachers to cultivate the competencies and skills essential for the effective integration of technology into their teaching methods. Massive Open Online Courses for Educators (MOOC-Eds) present teachers with valuable opportunities for professional development. The objective of this quantitative research study was to enhance our understanding of the specific types of knowledge acquired by teachers through active participation in a MOOC-Ed designed for mathematics educators. A pre- and post-TPACK survey was administered to 39 participants to assess the change in knowledge among active teacher-learners before and after their experience with the MOOC-Ed. The quantitative results obtained through paired sample t-testing revealed statistically significant growth, with a substantial effect size observed from the pre-survey to the post-survey in the Technological Pedagogical Content Knowledge (TPACK) domain for both active and highly active teacher-learners. Teachers highlighted that the most significant impact on their professional learning experience was the increased knowledge of integrating pedagogical techniques with technological tools and enhancing their content knowledge to facilitate student-centered lessons.
考察技术数学MOOC教学中数学教育者积极参与对TPACK知识的影响
随着将教育技术纳入数学教学课程的需求增加,教师越来越需要培养有效地将技术融入其教学方法所必需的能力和技能。面向教育者的大规模在线开放课程(MOOC-Eds)为教师提供了宝贵的专业发展机会。这项定量研究的目的是通过积极参与为数学教育者设计的MOOC-Ed,增强我们对教师获得的特定类型知识的理解。对39名参与者进行了tpack前后的调查,以评估主动教师学习者在体验MOOC-Ed之前和之后的知识变化。通过配对样本t检验获得的定量结果显示,从调查前到调查后,积极和高度积极的教师-学习者在技术教学内容知识(TPACK)领域观察到大量的效应量。教师们强调,对他们的专业学习经验影响最大的是提高了将教学技术与技术工具相结合的知识,并提高了他们的内容知识,以促进以学生为中心的课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.90
自引率
0.00%
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审稿时长
69 days
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