ERG SES G 02, ICT and Education
Consideration of the need for educational technologies is an integral part of the educational process identified by the educational principals in all over the world (Holmes, 2009) for complete understanding of mathematics. In most instances, the information and communication technology (ICT) tools are found to be appropriate for the teaching of mathematics for students who have problems in understanding mathematical concepts. Among these tools, interactive whiteboard (IWB) use has been encouraged by the Ministry of National Education (MoNE)(2012) in Turkey recently.
The recent studies on IWB use address practices that can help educators transfer teaching and learning of mathematics from one setting to another, in different levels and various mathematical subjects. Research showed that the appropriate use of the IWB promotes increased classroom interactions, IWBs motivate the students, and engage them with the teaching and learning process. It is important to find supportive and/or opposite cases in different education systems in order to confirm and develop that IWB use is a further more than a white board. This study aimed at gaining insights into pre-service elementary mathematics teachers’ perspectives in the teaching and learning of mathematics using the IWB technology. Although IWB is considered at all stages of the education, the consideration of the present study is specific to its use in elementary education for grades 4 to 8. The following research questions were addressed in the study.
1. How do teachers perceive mathematics and technology integration?
2. What are the views of pre-service elementary mathematics teachers on the use of interactive whiteboards in mathematics teaching?
3. What are the subject preferences of pre-service elementary mathematics teachers in terms of a mathematics concept to be taught by interactive whiteboards?
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