الإعداد المتكامل لمعلمي الرياضيات باستخدام التكنولوجيا في ظل ثورة المعلوماتية

Abstract

This paper is about preparing Mathematics teachers in information era. TPACKframework which invites to integration between Technology, Pedagogical,and Content Knowledge to prepare teacher to integrate ICT in education wasused. Data was collected using: questionnaires, and a workshop, interview,and observation. The study sample was composed of: teachers of Mathematicsin faculties of Education and faculties of Science of Sudanese universities inKhartoum State, as well as teachers of Mathematics in secondary schoolsin the state, Educators in faculties of Education, and Computer teachers inComputer colleges, and graduates of colleges of Education )specializing inMathematics(. In addition to: the deans of faculties of Education, and theheads of the departments of Mathematics, and the chairmen and members ofcommittees to develop mathematics teacher preparation programs.A preliminary questionnaire was distributed to benefit from its results individing the respondents into three groups: those with limited experience inusing technology in the teaching of Mathematics, those with intermediateexperience, and the experts. A workshop on the use of technology for teachingMathematics was carried out. After the workshop the questionnaire of thestudy was distributed. Interviews were also conducted with the makers andexecutors of the decision on mathematics teacher preparation.The collected data were analyzed by Excel and SPSS. Number of resultswere reached, it included: providing the student teacher with the knowledgeand skills )in integration between the pedagogical knowledge, technologicalknowledge, and content knowledge _ specialization; according to TPACKframework( with the quality and depth which is appropriate in the minimumin making the student teacher able in the integrating technology in his\her teaching according to the available tools and aids in order to achievethe educational goals and objectives of the subject, while providing in themaximum for the outstanding student teacher for innovating technologicalaids and new teaching methods. Also, the results pointed to the necessity oftaking care of the appropriate environment of the preparation the things whichwill help in gaining that knowledge and skills; and the preparation policyshould take into account the developments of the continuous preparation ofthe technological development. Therefore, we recommend considering theseresults when planning or developing teacher preparation program, specificallyMathematics teacher preparation program.