The Development Process of a Mathematic Teacher’s Technological Pedagogical Content Knowledge

Yıl 2018, , 9 - 29, 15.01.2018

Hilal Yizdiz , Tuba Gokcek

https://doi.org/10.12973/eu-jer.7.1.9

Öz

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field notes. The findings show that the in-service training helped the maths teacher integrate technology in the teaching and developed the knowledge of curriculum, students’ understandings and learnings, and instructional strategies and methods. With regard to research recommendations and results, professional development programs that will provide TPCK development can be organized so that teachers can use the ever-evolving technologies in their classes along with the appropriate pedagogical approaches.

Anahtar Kelimeler

echnological pedagogical content knowledge (TPCK), in-service training, Geogebra, teaching geometry

Kaynakça

• Akkoc, H., Ozmantar, M. F., Bingolbali, E., Demir, S., Basturk, S. & Yavuz, I. (2011). Matematik ogretmen adaylarina teknolojiye yonelik pedagojik alan bilgisi kazandirma amacli program gelistirme [Developing Program to enhance technological pedadogical content knowledge of Preservice Maths Teachers] (TUBITAK Proje Raporu 107K531). Istanbul: TUBITAK.
• Baki, A. (2001). Bilisim teknolojisi isigi altinda matematik egitiminin degerlendirilmesi [Evaluation of mathematics education in the light of information technology]. Milli Egitim Dergisi, 149, 26-31.
• Baki, A. (2002). Ogrenen ve ogretenler icin bilgisayar destekli matematik [Computer-assisted mathematics for learners and teachers]. Ankara: Ceren Yayinlari.
• Baki, M. (2012). Sinif ogretmeni adaylarinin matematigi ogretme bilgilerinin gelisiminin incelenmesi: Bir ders imecesi calismasi [Investigating development of prospective primary teachers' mathematical pedagogical content knowledge: Lesson study] (doctoral dissertation). Karadeniz Technical University, Trabzon.
• Bilici, S. & Guler, C. (2016). Ortaogretim ogretmenlerinin TPAB duzeylerinin ogretim teknolojilerini kullanma durumlarina gore incelenmesi [Investigation of teachers’ TPACK levels with respect to use of instructional technologies]. Ilkogretim Online, 15(3), 898-921.
• Birisci, S. & Calik-Uzun, S. (2014). Matematik ogretmenlerinin derslerinde etkilesimli tahta kullanimina iliskin gorusleri: Artvin ili ornegi [Mathematics teachers’ views on interactive whiteboard use in their courses: A sample of Artvin province]. Ilkogretim Online, 13(4), 1278-1295. Bozkurt, A. & Cilavdaroglu, A. K. (2011). Matematik ve sinif ogretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algilari [Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction]. Kastamonu Egitim Dergisi, 19(3), 859-870.
• Bozkurt, A., Koc, Y. & Demir, S. (2013). TPAB cercevesinde matematik ogretimine bir teknoloji entegrasyon modeli ve uygulama ornegi [A technology integration and application model to the teaching of mathematics within the context of TPCK framework]. In: T. Yanpar-Yelken, H. Sancar-Tokmak, S. Ozgelen & L. Incikabi (eds.), Fen ve matematik egitiminde teknolojik pedagojik alan bilgisi temelli ogretim tasarimlari [Teaching designs based on technological pedagogical content knowledge in science and mathematics education] (pp.183-200). Ankara: Ani Yayincilik.
• Buyukozturk, S., Kilic-Cakmak, E., Akgun, O. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel arastirma yontemleri [Research methods]. Ankara: Pegem Akademi.
• Canbazoglu-Bilici, S. (2012). Fen bilgisi ogretmen adaylarinin teknolojik pedagojik alan bilgisi ve ozyeterlikleri [The pre-service science teachers’ technological pedagogical content knowledge and their self-efficacy] (doctoral dissertation). Gazi University, Ankara.
• Cochran, K. F., DeRuiter, J. A. & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. Cox, S. & Graham, C. R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
• Creswell J. W. (2013). Nitel arastirma yontemleri: Bes yaklasima gore nitel arastirma ve arastirma deseni [Qualitative inquiry and research design: Choosing among five approaches] (M. Butun & S. B. Demir, translate eds). Ankara: Siyasal Yayincilik. Demir, S. & Bozkurt, A. (2011). Ilkogretim matematik ogretmenlerinin teknoloji entegrasyonundaki ogretmen yeterliklerine iliskin gorusleri [Primary mathematics teachers’ views about their competencies concerning the integration of technology]. Ilkogretim Online, 10(3), 850-860.
• Demir, S. & Ozmantar, M. F. (2013). Teknoloji destekli matematik ogretiminde pedagojik prensipler [Pedagogical principles in technology-supported mathematics teaching]. In: M. Dogan & E. Karakirik (eds), Matematik egitiminde teknoloji kullanimi [Use of technology in mathematics teaching] (pp. 1-25). Ankara: Nobel Yayinlari.
• Demir, S., Ozmantar, M. F., Bingolbali, E. & Bozkurt, A. (2011). Sinif ogretmenlerinin teknoloji kullanimlarinin irdelenmesi [An investigation of elementary teachers’ use of technology]. In Z. Genc (ed), 5th International Computer and Instructional Technologies Symposium Proceedings Book (pp. 922-928). Elazig: Firat University Printing Office.
• Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology Magazine, 42(1), 5-13.
• Egitim Reformu Girisimi [ERG]. (2014). Fatih projesi egitimde donusum icin bir firsat olabilir mi? Politika analizi ve onerileri. Istanbul: ERG Yayinlari.
• Ergun, M. (1989). Egitimde bilgisayarlarin kullanilma zorunlulugu ve programlarin yeniden duzenlenmesi [The necessity of using computers in education and revision of programs]. In: Egitim Bilimleri Sempozyumu Bildiriler (pp. 112-118). Malatya: Inonu Universitesi Egitim Fakultesi Yayinlari.
• Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25(1), 77-93.
• Gokcek, T. & Hacisalihoglu-Karadeniz, M. (2013). Ortaogretimde matematik ders kitabi yerine alternatif kaynaklarin tercih edilme nedenleri [Reasons for choosing alternative sources instead of textbook at secondary education]. Turkish Journal of Computer and Mathematics Education, 4(1), 20-31.
• Grossman, P. L. (1990). The making of a teacher: teacher knowledge and teacher education. New York: Teachers College Press.
• Guzel, I. (2010). Turkiye, Almanya, Kanada ortaogretim matematik ogretim programlarinin karsilastirmali degerlendirilmesi [Turkey, Germany, Canada highscool mathemathics curriculum comparing] (master thesis). Zonguldak Karaelmas University, Zonguldak.
• Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
• Keles, E. & Celik, D. (2013). 2000-2010 Yillari arasinda bilgisayar teknolojileri ve egitimde kullanimlarina yonelik yurutulen hizmet ici egitim kurslarinin incelenmesi [Investigation of in-service training courses performed about computer technologies and their application in education between 2000 and 2010 in Turkey]. Journal of Instructional Technologies & Teacher Education, 2(1), 164-194.
• Kabaca, T., Aktumen, M., Aksoy, Y. & Bulut, M. (2010). Matematik ogretmenlerinin Avrasya GeoGebra toplantisi kapsaminda dinamik matematik yazilimi GeoGebra ile tanistirilmasi ve GeoGebra hakkindaki gorusleri [Introducing the in-service mathematics teachers with the dynamic mathematics software Geogebra and their views about Geogebra]. Turkish Journal of Computer and Mathematics Education, 1(2), 148-165.
• Kaleli-Yilmaz, G. (2012). Matematik ogretiminde bilgisayar teknolojisinin kullanimina yonelik tasarlanan HIE kursunun etkililiginin incelenmesi: Bayburt ili ornegi [Investigation of the effectiveness of the in-service training designed towards computer technology usage in mathematics instruction: Bayburt case] (doctoral dissertation). Karadeniz Technical University, Trabzon.
• Kaleli-Yilmaz, G. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: A meta-synthesis study. Education and Science, 40(178), 103-122. Kaleli-Yilmaz, G., Ertem, E. & Guven, B. (2010). Dinamik geometri yazilimi Cabri’nin 11. sinif ogrencilerinin trigonometri konusundaki ogrenmelerine etkisi [Dynamic geometry software of Cabri’s influence on 11 grade students’ to learn in trigonometry issues]. Turkish Journal of Computer and Mathematics Education, 1(2), 200-216.
• Kilic, A. (2011). Fen ve teknoloji ogretmen adaylarinin elektrik akimi konusundaki teknolojik pedagojik alan bilgilerinin ve sinif ici uygulamalarinin arastirilmasi [Exploring pre-service science and technology teachers’ technological pedagogical content knowledge and classroom practices involving the topic of electric current] (master thesis). Firat University, Elazig. Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (eds), Examining pedagogical content knowledge (pp. 95-132). Netherlands: Kluwer Academic Publishers.
• Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi [Qualitative data analysis] (S. Akbaba-Altun & A. Ersoy, translate eds). Ankara: Pegem Akademi.
• Milli Egitim Bakanligi [Republic of Turkey Ministry of National Education] [MONE]. (2011). Matematik ogretmeni ozel alan yeterlikleri [Mathematical special content competencies]. Retrieved March, 2, 2013 from http://otmg.meb.gov.tr/alan_ matematik_ortaogretim.html
• Milli Egitim Bakanligi [Republic of Turkey Ministry of National Education] [MONE]. (2013). Ortaogretim matematik dersi ogretim programi [Secondary school mathematics curriculum]. Retrieved October, 20, 2013 from http://ttkb.meb.gov.tr/www /guncellenen-ogretim-programlari/icerik/151
• Milli Egitim Bakanligi [Republic of Turkey Ministry of National Education] [MONE]. (2016). Egitimde FATIH Projesi ogretmen egitimleri [FATIH Project in teacher training]. Retrieved Jume, 18, 2016 from http://fatihprojesi.meb.gov.tr/ ogretmen-egitimi/
• Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
• Mwingirwa, I. M. & Miheso-O’ Connor, M. K. (2016). Status of teachers’ technology uptake and use of GeoGebra in teaching secondary school mathematics in Kenya. International Journal of Research in Education and Science, 2(2), 286-294.
• Nakiboglu, C. (2009). Deneyimli kimya ogretmenlerinin ortaogretim kimya ders kitaplarini kullanimlarinin incelenmesi [Examination on expert chemistry teachers’ secondary school chemistry textbook usage]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 10(1), 91-101.
• National Council of Teachers of Mathematics [NCTM]. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
• National Council of Teachers of Mathematics [NCTM]. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
• National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
• Niess, M. L. (2008). Guiding pre-service teachers in developing TPCK. In. AACTE Committee on Innovation and Technology (eds), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). New York: Routledge.
• Niess, M. L., Suharwoto, G., Lee, K. & Sadri, P. (2006, April). Guiding inservice mathematics teachers in developing TPCK. Paper presented at American Education Research Association Annual Conference, San Francisco, CA.
• Niess, M. L., van Zee, E. H. & Gillow-Wiles, H. (2010). Knowledge growth in teaching mathematics/science with spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
• Numanoglu, M. (1992). Milli Egitim Bakanligi bilgisayar destekli egitim projesi bilgisayar destekli ogretim ders yazilimlarinda bulunmasi gereken egitsel ozellikler [Computer aided education project: educational features in computer assisted instructional software] (master thesis). Ankara University, Ankara.
• Ozkan, A. E. (2006). Turkiye, Belcika (Flaman) ve Singapur matematik ogretim programlari uzerine karsilastirmali bir calisma [A comparative study on mathematics education programs of Turkey, Belgium (Flemish), and Singapore] (master thesis). Hacettepe University, Ankara.
• Pamuk, S., Cakir, R., Ergun, M., Yilmaz, H. B. & Ayas, C. (2013). Ogretmen ve ogrenci bakis acisiyla tablet PC ve etkilesimli tahta kullanimi: FATIH Projesi degerlendirmesi [The use of tablet pc and interactive board from the perspectives of teachers and students: evaluation of the FATIH project]. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1799-1822.
• Patton, M. Q. (2014). Nitel arastirma ve degerlendirme yontemleri [Qualitative evaluation and research methods] (M. Butun & S. B. Demir, translate eds). Ankara: Pegem Akademi.
• Saralar, I. (2016). A pre-service mathematics teacher's technological pedagogical content knowledge regarding different views of 3-D figures in geometry (master thesis). Orta Middle East Technical University, Ankara.
• Sezer, B. (2011, November). Bilisim teknolojilerinin egitime kaynastirilmasi: Onem, engeller ve ulkemizde gerceklestirilen projeler. Paper presented at XVI. Turkiye’de Internet Konferansi, Ege University, Izmir.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Timur, B. (2011). Fen bilgisi ogretmen adaylarinin kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelisimi [The development of pre-service science teachers’ technological pedagogical content knowledge in force and movement subjects] (doctoral dissertation). Gazi University, Ankara. URL-1, http://fatihprojesi.meb.gov.tr/proje-hakkinda Egitimde FATIH projesi hakkinda [About FATIH project], cited 2017 February 23.
• Usun, S. (2013). Bilgisayar destekli ogretimin temelleri [The foundations of computer assisted teaching] (3rd edition). Ankara: Nobel Yayinlari.
• Valanides, N. & Angeli, C. (2005). Learning by design as an Approach for developing sceince teachers’ ICT-related pedagogical content knowing. In S. Rodrigues (ed), International perspectives on teacher professional development (pp. 79-101). New York: Nova Science Publishers.
• Verhoef, N. C., Coenders, F., Pieters, J. M., Smaalen, D. & Tall, D. O. (2015). Professional development through lesson study: Teaching the derivative using GeoGebra. Professional Development in Education, 41(1), 109-126.
• Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J. & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.
• Yadigaroglu, M. (2014). Kimya ogretmenlerinin teknolojik pedagojik alan bilgisi modeli hakkinda bilgi ve becerilerini gelistirmeye yonelik hizmet ici egitim programi gelistirilmesi ve etkililiginin arastirilmasi [Developing an in-service training programme for improving chemistry teachers’ knowledge and skills about technological pedagogical content knowledge model and investigating its effectiveness] (doctoral dissertation). Karadeniz Technical University, Trabzon.
• Yildirim, A. & Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in social sciences. Ankara: Seckin Yayincilik.
• Zengin, Y. & Kutluca, T. (2011). Ortaogretim matematik dersinde Geogebra kullanimi uzerine ogretmen adaylarinin gorusleri [Prospective mathematics teachers’ views on the use of Geogebra in secondary mathematics curriculum]. In Z. Genc (ed), V. International Computer & Instructional Technologies Symposium Proceedings Book (pp. 679). Elazig: Firat University Printing Office.