Recognising the challenges involved in understanding the knowledge that teachers need to develop to use technology in their teaching dynamics, we examined the prior research that has not clearly revealed strategic changes for teacher preparation in the digital age. The goal was to expand on the current understandings of the nature of technological pedagogical content knowledge (TPCK/TPACK) and provide a launchpad for future research by teacher educators as they contemplate revisions in the education of teachers to better prepare them for teaching in the digital age. To do so, we conducted qualitative meta-synthesis research. Within this context, we identified interpretations and comprehensions that pushed us forward in defence of new perspectives on the nature of this knowledge, regarding the comprehension of TPCK/TPACK as a transformative and homogenous knowledge; TPCK/TPACK’s levels of development, including a new first level; and the need for and challenges of redesigning teacher education. Implications for practice or policy: To better prepare teachers to teach, teachers’ educators should understand TPCK/TPACK as a homogeneous and transformative knowledge. Teachers’ training programmes should realize that often teachers are not aware of the of the possibilities of using technologies to teach. Teachers should have access to continuous learning to keep developing their own TPCK/TPACK during their entire career. Teachers and teachers’ educators should understand TPCK/TPACK developing as a continuous and individual process and not as something standardised.
The aim of this research is to examine the opinions of secondary pre-service mathematics teachers by giving them an experience of designing digital games and to evaluate the games they create. Qualitative case study was used in the research. Participants are 39 secondary pre-service mathematics teachers who were studying in the second year of a state university. The data were obtained from a semi-structured interview form consisting of seven questions and digital games designed by the participants. Content analysis was used in data analysis. As a result of the research, it was determined that the pre-service teachers liked being able to draw, design and play their own game, and they had problems because the colors were not perceived correctly. The ease of use of the touch screen is expressed as an advantage, and the undesirable result when accidentally touching the screen is expressed as a disadvantage. While the game was being prepared, the participants aimed to learn by having fun, to be memorable and to simplify the subject. They stated that it is an advantage to be used in mathematics education and to be memorable, while game addiction and going out of the game's purpose are a disadvantage. It has been observed that the designed games are mostly related to the secondary school level, the red and black elements are used extensively, and the games of destruction are generally designed. In addition, the time required to complete the games and the aims of the games are also included.
Different tools are used in the evaluation of digital stories. However, it is thought that the evaluations of the teachers are at least as important as the formal and technical evaluations. The aim of this study was to investigate middle school mathematics teachers’ evaluations of 36 digital stories. Furthermore, at the end of the process, the aim was to examine their views on the use of digital stories in the learning environment. The participants were seven mathematics teachers. The data were analysed by content analysis. As a result of the research, it was seen that examples and mathematical activities were the most liked features of the digital stories. The least liked features were images, errors and examples. When the views of the teachers were examined, it was seen that all participants stated the need for digital stories in mathematics classes and wished to learn and use digital stories.
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