Abstract
The purpose of the study is to provide exemplary work for academicians and field experts working in the field during the COVID-19 outbreak to effectively use technology in mathematics teaching environments in the distance education process and integrate it into teaching environments. Both the course content presented to prospective teachers and also the learning materials created by the prospective-teachers in line with the learning acquisitions of the course have become a part of the teaching process, and the teaching process has been structured by integrating both the course content and the prepared learning materials into the teaching process under the TPACK theory frame.
TopIntroduction
The Covid-19 global outbreak has affected many industries all over the world, especially education. The pandemic process caught the education community unprepared and, unfortunately, globally created a state of severe crisis (Education International, 2020). Despite the warnings about the issue (White, et al, 2010), due to some continuing deficiencies in education (Briggs, 2018; GCPEA, 2018), the pandemic process has been the first global crisis occurring in the digital world (Bozkurt, Sharma, 2020). Some socio-cultural, economic, political consequences will arise after this crisis. The unforeseen effects of the rapid closing of schools around the world have affected many students. Globally more than 1.5 billion students of all ages have been reported to be affected by the closure of educational institutions due to COVID 19 (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020a; United Nations International Children's Emergency Fund [UNICEF], 2020). The number of influenced students equals approximately 90% of enrolled students in the world (UNESCO, 2020a; 2020b).
Many educational institutions have switched to “emergency remote teaching” practice to minimize the impact of the pandemic on students (Bozkurt and Sharma 2020). Emergency remote teaching is defined as a sudden transformation of teaching distribution into an online delivery mode as a result of a big disaster, unlike online courses initially planned and designed to be delivered virtually (Hodges, et al, 2020). ERT involves the use of existing distance teaching tools to deliver curriculum or educational materials that would usually be delivered physically, as hybrid or blended courses. Once the disaster or catastrophe conditions no longer exist, the instructional presentation will revert to its original format. Given this situation, it is not difficult to interpret the relationship between ERT and online learning concepts. Although the idea of transference of conventional teaching to an online environment provides flexibility to the learning-teaching process for students and educators, this transformation took place very quickly due to the pandemic. Although many educational institutions argue that the pandemic process offers a revolutionary opportunity for transition to remote education applications (Common Wealth of Learning [COL], 2020; Organisation for Economic Co-operation and Development [OECD], 2020), the online education platforms of many higher education institutions can support a very small pool of faculty members (Hodges, Moore, Lockee, Trust and Bond, 2020). Moreover, in this process, it is observed that there are deficiencies in faculty members both to use technology effectively and to integrate technology into the existing curriculum (Bao, 2020, Mohmmed, et al, 2020).
Key Terms in this Chapter
Assessment and Evaluation (Formative Evaluation): It is the process in which variables such as reinforcement, hint, feedback, correction, student participation, methods and strategies used, tools and materials are taken into account.
Real Manipulatives: They are three-dimensional, physical concrete materials.
Rubric: It is a scoring chart that lists the criteria to be used in evaluating a study.
Learning Outcomes: They are statements of what a learner is expected to know, understand and be able to demonstrate at the end of a learning experience.
Virtual Manipulatives: Internet sites that offer Java-supported manipulable applications over the Internet or computer programs that can be downloaded to the computer through these sites (such as NCTM Illuminations, SAMAP, EBA, Geogebra).
Instructional Design: It is the work of developing functional learning systems with a systematic approach to meet the educational needs of a specific target audience.
GeoGebra: It is an open source dynamic mathematics software, which was prepared by Markus Hohenwarter in 2001 as a master's thesis at the University of Salzburg, and later developed by an international group that carries geometry, algebra and analysis to a single interface that can be used at all levels from primary education to higher education.
Manipulatives: They are visual, physical, and digital materials that can be touched, moved around.