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Abstract: There are many studies with a focus on examining and developing individuals' Technological Pedagogical Content Knowledge (TPACK). When examining these studies, one can recognize that these studies are usually conducted with preservice teachers. Nevertheless, examining teachers' preparation processes of classroom activities constitutes an important area for the improvement of instruction. In this respect, it is important to examine the preparatory process of computer assisted activities that mathematics teachers include in their lessons. Hence, in this study, middle school mathematics teachers' utilizations of the TPACK when designing classroom activities, which they prepared by using the GeoGebra software, were investigated. Participants of the study consisted of three mathematics teachers who have been working in a middle school. The data was collected by using an observation form, which was developed by the authors, and by conducting semi-structured interviews with the participants. The quantitative and qualitative data analysis methods were used in analyzing the collected data. The findings showed that teachers had difficulty integrating their pedagogical knowledge into the technology throughout the activity design processes and had deficiencies in terms of the TPACK.
Key words: middle school teachers, observation form, GeoGebra dynamic software, TPACK.
1.Introduction
It is important for teachers to show students how to use and reinforce the knowledge that they already have and produce new knowledge. By the transition from teacher-centered to student-centered teaching, a new period in education has begun in which learners take the role of constructer of the knowledge rather than being memorizer of the knowledge (Airasian & Walsh 1997). Examining the literature one can notice that technology, which is one of the most important components of the 21st century, has been shaping and structuring the knowledge of students. Hence, at the present time, education and technology have become two interdependent concepts (Komis, Ergazakia & Zogzaa 2007; McCannon & Crews 2000).
Today, integrating technology into education is seen as an important part of effective teaching programs (Pierson 2001). Therefore, teachers are expected to use the provided technologies in their classrooms as well as expected to integrate these technologies into learning environments (Gündüz & Odabaşı 2004). In addition, the most important indicator of a relationship between technology and teaching is to do well planning about how technology would facilitate learning (Zhao, Pugh, Sheldon...