Abstract
The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists of 46 pre-service teachers studying in elementary mathematics education programme and attending the Computer-Assisted Mathematics Instruction course in a university. The pre-service teachers designed the materials in groups of two (23 participant per group). Semi-structured interviews were conducted with six groups determined according to the purposeful sampling selection. The data of this research were obtained using digital learning materials and semi-structured interview form used to interview pre-service teachers. Pre-service teachers were asked to prepare a material that can be used in teaching simple fractions addition with GeoGebra software. In line with the purpose of the study, the Digital Learning Material Evaluation Rubric has been developed by the researchers. When the Digital Learning Material Evaluation Rubric scores of the pre-service teachers who participated in the study were examined, it was found that there were deficiencies in the digital learning material design skills of the pre-service teachers. Pre-service teachers were less successful in terms of teaching appropriateness than structural appropriateness and programming appropriateness aspects of the digital learning materials produced.
Highlights
It is aimed to increase the quality of learning-teaching environments with the concept of education technology that emerged by blending education and technology concepts (İşman, 2015)
Teacher-student communication is generally maintained through teaching materials
The functionality and usefulness level of the materials designed by pre-service teachers were determined with the digital learning material evaluation rubric
Summary
It is aimed to increase the quality of learning-teaching environments with the concept of education technology that emerged by blending education and technology concepts (İşman, 2015). Teachers are an important part of the integration of education and technology concepts (Arslan & Şendurur, 2017; Inan & Lowther, 2010; İşman, 2015; Soydan, 2018). Teachers should have sufficient knowledge of educational technology, especially regarding digital learning material preparation. Teacher-student communication is generally maintained through teaching materials. At this point, the importance of digital learning materials is an undeniable fact (Soydan, 2018). The results of the research indicate that the technology and materials used by teachers in the in-class teaching process make teaching more enjoyable (Demirel, 2011; Özkurt, 2017; Sipahioğlu, 2019)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
