الإعداد المتكامل لمعلمي الرياضيات باستخدام التكنولوجيا في ظل ثورة المعلوماتية

Abstract

This paper is about preparing Mathematics teachers in information era. TPACK
framework which invites to integration between Technology, Pedagogical,
and Content Knowledge to prepare teacher to integrate ICT in education was
used. Data was collected using: questionnaires, and a workshop, interview,
and observation. The study sample was composed of: teachers of Mathematics
in faculties of Education and faculties of Science of Sudanese universities in
Khartoum State, as well as teachers of Mathematics in secondary schools
in the state, Educators in faculties of Education, and Computer teachers in
Computer colleges, and graduates of colleges of Education )specializing in
Mathematics(. In addition to: the deans of faculties of Education, and the
heads of the departments of Mathematics, and the chairmen and members of
committees to develop mathematics teacher preparation programs.
A preliminary questionnaire was distributed to benefit from its results in
dividing the respondents into three groups: those with limited experience in
using technology in the teaching of Mathematics, those with intermediate
experience, and the experts. A workshop on the use of technology for teaching
Mathematics was carried out. After the workshop the questionnaire of the
study was distributed. Interviews were also conducted with the makers and
executors of the decision on mathematics teacher preparation.
The collected data were analyzed by Excel and SPSS. Number of results
were reached, it included: providing the student teacher with the knowledge
and skills )in integration between the pedagogical knowledge, technological
knowledge, and content knowledge _ specialization; according to TPACK
framework( with the quality and depth which is appropriate in the minimum
in making the student teacher able in the integrating technology in his\
her teaching according to the available tools and aids in order to achieve
the educational goals and objectives of the subject, while providing in the
maximum for the outstanding student teacher for innovating technological
aids and new teaching methods. Also, the results pointed to the necessity of
taking care of the appropriate environment of the preparation the things which
will help in gaining that knowledge and skills; and the preparation policy
should take into account the developments of the continuous preparation of
the technological development. Therefore, we recommend considering these
results when planning or developing teacher preparation program, specifically
Mathematics teacher preparation program.