Digital Technology and Mid-Adopting Teachers’ Professional Development: A Case Study

Drijvers, Paul; Tacoma, Sietske; Besamusca, A.A.M.; Heuvel, Cora van den; Doorman, Michiel; Boon, Peter

doi:10.1007/978-94-007-4638-1_9

Cited by 11 publications

(9 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It was found that the teachers" observed practices are mostly non-technology orchestrations, i.e., explanatory and board-instruction orchestration. It is a traditional setting of teaching where the teacher explains the task to the whole class (Drijvers, et al, 2014). The explanation has no apparent connection to the use of digital technology.…”

Section: Table 2 Coding Summary Of Group Digitech Mathematics Tasksmentioning

confidence: 99%

“…In specific, teachers" experiences in the design and use of mathematics tasks and the use of digital tools are two of many factors which contribute to TPD. We present three cases in this threoretical perspective namelydecisive factors in the use of digital technology in mathematics teaching (Drijvers, 2015), models of TPD (e.g., Leong, et al, 2017) and relevant theories of digital technology in mathematics education Drijvers, et al, 2014).…”

Section: Table 2 Coding Summary Of Group Digitech Mathematics Tasksmentioning

confidence: 99%

See 1 more Smart Citation

Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

Wahyu¹,

Ratnasari²,

Mahfudy³

et al. 2019

J. Res. Adv. Math. Educ

View full text Add to dashboard Cite

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.

show abstract

Section: Table 2 Coding Summary Of Group Digitech Mathematics Tasksmentioning

confidence: 99%

Section: Table 2 Coding Summary Of Group Digitech Mathematics Tasksmentioning

confidence: 99%

Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

Wahyu¹,

Ratnasari²,

Mahfudy³

et al. 2019

J. Res. Adv. Math. Educ

View full text Add to dashboard Cite

show abstract

“…Brown, 2017;Hollebrands & Okumuş, 2018) to teachers' professional development of using the digital technology (e.g. Drijvers et al, 2014;Rutherford, Long, & Farkas, 2017). The findings of the researches have shown the success of the implementation by students or teachers (e.g.…”

Section: A Introductionmentioning

confidence: 99%

“…From the analysis of prior findings on teachers' practices when using technology in the classroom, Kendal (2001) had earlier confirmed that ''…the ways individual teachers take up using technology in their mathematics classrooms is usually consistent with their normal teaching practices…"(p. 34). Drijvers et al (2014) investigated in which ways mid-adopting mathematics teachers with limited experiences using digital technology orchestrate technology rich-activities. The criteria of mid-adopting were the teachers who have taught less than 20 hours in a mathematics class with technology.…”

Section: A Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ old-fashioned classroom practices: A pitfall on the use of digital technology in mathematics teachings

Ratnasari¹,

Wahyu²,

Mahfudy³

2018

BetaJTM

View full text Add to dashboard Cite

[English]: The research aimed to analyze how novice teachers use digital technology and transform their practices from without-technology to with-technology mathematics teachings. Two upper secondary mathematics teachers were involved in this research. They were novice teachers in the use of digital technology in mathematics teachings. Classroom video recording and transcripts were the primary sources of data, meanwhile interview with the teachers and field notes are the supporting data. The teachings videos were categorized into some episodes, transcribed and analyzed following the phases of analyzing classroom video recordings and transcript by Cobb and Whitenack (1996). To capture the whole picture of the teachers’ practices, data analysis was referred to instrumental orchestration (Drijvers et al., 2010) and didactics tetrahedron unfolded (Hollebrands & Okumuş, 2018). In this research, we found that the observed teachers’ orchestrations are mostly non-technology orchestrations. The teachers have a different focus; one focuses only on mathematics and another focus on mathematics through the use of technology. The research concludes that old-fashioned classroom practices can be the pitfall for using digital technology in the mathematics classroom. Keywords: GeoGebra, Mathematics task, Digital technology, Pitfall, Teachers’ practices [Bahasa]: Penelitian ini bertujuan menganalisis bagaimana guru pemula menggunakan teknologi digital dalam kelas dan perubahan praktik pembelajaran setelah menggunakan teknologi. Dua guru matematika SMA menjadi subjek dalam penelitian. Subjek merupakan guru pemula terkait penggunaan teknologi digital dalam pembelajaran matematika. Data utama penelitian diperoleh melalui rekaman video pembelajaran. Hasil wawancara dengan guru dan catatan lapangan digunakan sebagai data pendukung. Video pembelajaran dikelompokkan menjadi beberapa episode, dibuat transkrip dan dianalisis berdasarkan langkah-langkah analisis rekaman video dan transkrip pembelajaran oleh Cobb and Whitenack (1996). Untuk memperoleh gambaran menyeluruh praktik guru, analisis data merujuk pada kerangka orkestra instrumental (Drijvers et al, 2010) dan segiempat didaktik terbuka (Hollebrands & Okumuş, 2018). Penelitian ini menemukan bahwa sebagian besar orkestra guru dalam pembelajaran masih bercirikan pembelajaran tanpa teknologi. Dua guru dalam penelitian ini memiliki fokus yang berbeda dalam pembelajaran yaitu fokus hanya pada matematika dan fokus pada matematika melalui penggunaan teknologi. Hasil penelitian tersebut menunjukan bahwa praktik rutin guru tanpa teknologi bisa menjadi hambatan dalam pembelajaran berbasis teknologi. Kata kunci: GeoGebra, Tugas matematika, Teknologi digital, Hambatan, Praktik Guru NB: PDF version of this article will be available in maximum two weeks after this publication

show abstract

Instrumental Orchestration of the Use of Programming Technology for Authentic Mathematics Investigation Projects

Buteau

Müller²,

Mgombelo³

et al. 2022

Mathematics Education in the Digital Era

View full text Add to dashboard Cite

Digital Technology and Mid-Adopting Teachers’ Professional Development: A Case Study

Cited by 11 publications

References 17 publications

Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

Teachers’ old-fashioned classroom practices: A pitfall on the use of digital technology in mathematics teachings

Instrumental Orchestration of the Use of Programming Technology for Authentic Mathematics Investigation Projects

Contact Info

Product

Resources

About