In-Service Mathematics Teachers' Integration of ICT as Innovative Practice
In-Service Mathematics Teachers' Integration of ICT as Innovative Practice
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在职数学教师融入ICT的创新实践
DOI：
10.21890/ijres.428945
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Rawan Anabousy
中科院分区：
文献类型：
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作者：
Wajeeh M. Daher;N. Baya'a;Rawan Anabousy
专业发展学校（PDS）可以作为数学职前教师和在职教师专业发展的催化剂。在本研究中，我们描述了初中在职数学教师在其教学中ICT整合的发展。这是通过罗杰斯的创新扩散模型来实现的，该模型包括五个阶段：了解创新，(2)形成对创新的态度，(3)做出采用或拒绝的决定，(4)实施创新，(5)通过肯定或拒绝来确认决策。在本研究中，ICT在数学教学中的整合被认为是数学在职教师采用的创新候选，其中这种采用是由在职教师，职前教师和研究人员组成的探究社区促进的。5名在职中学数学教师参与了本研究。我们使用两种数据收集工具：观察和半结构化访谈来收集参与的在职教师在课程中整合ICT的不同问题的数据。采用创新扩散模型的类别，通过实施一学年的PDS模型，分析参与者在干预前后采用ICT进行教学的情况。研究结果表明，参与实验的在职数学教师对信息通信技术对数学教学的好处的态度和信念在实验开始时和实验结束时都是积极的。与此同时，教师在数学教学中使用ICT工具的知识和经验也有所提高，这对他们在课堂上采用这些工具的决定做出了积极的贡献。具体而言，研究结果表明，PDS可以支持在职数学教师采用新的创新，特别是当培训学校的职前教师实践这种创新时。
The Professional Development School (PDS) can serve as a catalyst for the professional development of mathematics pre-service as well as in-service teachers. In the present research, we describe lower-secondary in-service mathematics teachers' development of ICT integration in their teaching. This is done through the Innovation Diffusion Model of Rogers, which consists of five stages: knowledge of an innovation, (2) forming an attitude toward the innovation, (3) taking a decision to adopt or reject, (4) implementation of the innovation, and (5) confirmation of the decision by affirming or rejecting it. In the present research, ICT integration in mathematics teaching is considered as an innovation candidate for adoption by mathematics in-service teachers, where this adoption is facilitated by a community of inquiry consisting of in-service teachers, pre-service teachers and researchers. Five in-service middle school mathematics teachers participated in the present research. We used two data collecting tools: observations and semi-structured interviews to collect data about different issues related to the integration of ICT in the lessons of the participating in-service teachers. The categories of the innovation diffusion model were used to analyze the participants' adoption of ICT for their teaching before and after our intervention through the implementation of the PDS model for the period of one academic year. The research findings indicate that the participating in-service mathematics teachers' attitudes and beliefs regarding the benefits of ICT for mathematics teaching were positive at the beginning of the experiment as well as at its end. At the same time, teachers' knowledge and experience of using ICT tools in mathematics teaching improved, which contributed positively to the confirmation of their decision to adopt these tools for their classrooms. Specifically, the research results indicate that the PDS can support the in-service mathematics teachers in their adoption of new innovations, specifically when this innovation is practiced by the pre-service teachers in the training school.