• Educational Technology International
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• v.14 no.1
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• pp.55-74
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• 2013

The diversity of students is getting increased in the contemporary classroom. To deal with the diversity, differentiated instruction (DI) should be considered as a way of providing alternative approaches to content, process and product according to the students' readiness, interest, and learning needs. Teachers have problems and difficulties in supporting different student's needs. In fact, teachers need proven tools including framework, guidelines or computing systems to help to practice DI in real context. According to the activity theory, tools influence on how people act and think and even their social practice, playing a crucial role in mediating the activities with people. In DI practice, there are also some studies about physical and abstract tools, but they have been not widely utilized by teachers in real schools. It means that more innovative tool to promote DI might be required. Therefore, to design a better tool to mediate the DI activities with teacher, case studies were conducted. In order to elicit the design implications, two physical and two abstract tools for DI practice were analyzed as case studies. Through the analysis of the case studies, eight design implications better to facilitate DI practice were suggested. This study has implications in suggesting design guidelines for teachers' tools to facilitate their DI practice by analyzing case studies in DI practices for an innovative tool in the educational practice.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.66-79
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• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.583-593
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• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• Educational Technology International
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• v.6 no.1
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• pp.139-154
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• 2005

There were misgivings that the teachers in charge might not have enough understanding of the true purpose of teaching "Information". To learn about the general attitude of those teachers, the research group of private schools in Osaka began a project, 'The Public Presentation Caravan', in which teachers who had already started using information tools opened their class to teachers from other schools and exchanged ideas. It may be deduced that the combination of the two forums for exchanging opinions, one is held on the internet and the other face to face, is important. Teachers' community exists on the point where these two environments meet. Through this project, we might suggest creating a new mode of teachers' community using a network will be indispensable for the new teachers training.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.151-172
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• 2021

In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.

• East Asian mathematical journal
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• v.39 no.2
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• pp.183-198
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• 2023

Classroom observation instruments are often used to evaluate teachers' instructional practices and provide feedback to inform interventions or research studies, or professional development efforts. While designed as research tools, many classroom observation instruments can provide important information to support teachers' learning and instructional change by providing a focus for formative assessment or self-evaluation of practice. In this paper, we review two classroom observation tools and the protocols for their use with an implementation example for one of the tools. These tools are more foreign to the field compared to others but have features that might serve as affordances in relation to the purposes of a specific investigation.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.297-312
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• 2022

Although education using teaching tools is important to both students and teachers, the quality problem of distributed teaching tools is constantly being raised. Therefore, the purpose of this study is to analyze the teaching tools by classifying them into three quality factors, and to confirm the satisfaction and repurchase intentions of elementary school teachers. This study was conducted by dividing the first CIT survey and the second survey targeting incumbent elementary school teachers, and the PLS statistical program was used as an analysis tool. Through empirical analysis, it was analyzed that product quality, educational quality, and service quality had a positive (+) effect on teacher satisfaction, and that teacher satisfaction had a positive (+) effect on repurchase intention. Through this, it gives teachers insight into what they should focus on when purchasing or evaluating teaching tools and how to use them usefully for education, and for researchers, it provides an important clue to research for product quality improvement, and for companies that produce and distribute teaching tools, it gives to effective guidelines for the development of new products and contents. In the future, in addition to the relationship between the teaching tools and teachers, additional research on the organic relationship between the teaching tools and various objects is needed, and this is suggested as a future study.

• International Journal of Contents
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• v.17 no.2
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• pp.9-19
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• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• International Journal of Computer Science & Network Security
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• v.21 no.5
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• pp.243-255
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• 2021

This study aimed to identify the effectiveness of the use of distance-evaluation tools and methods among students with learning difficulties from the teachers' point of view, to achieve this goal. A scale was built, and the psychometric characteristics were validated. It consisted, in its final form, of 17 items distributed on four axes, in addition to three open questions. It was applied to a random sample of (149) teachers of students with learning difficulties in Makkah Region. The results showed that teachers' keenness to encourage students with learning difficulties, so that they would not feel frustrated with the distance learning process. It was also evident that teachers did not use achievement portfolios in the evaluation process. In connection with the appropriate evaluation methods, the majority indicated the use of work sheets and visual evaluation methods that rely on audio and visual skills, such as presenting videos, pictures, audio and games, and applying short objective tests. Among the proposals to improve evaluation methods and tools: Individual evaluation, attention to individual treatment, obligating personal attendance of students to school, splitting the required tasks, and not increasing the skills required to be mastered. As for the obstacles that teachers face: Lack of time, difficulty in communicating with students with distance learning difficulties and problems related to the Internet such as interruption, weakness, or lack of availability.

• Research in Mathematical Education
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• v.26 no.1
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• pp.19-30
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• 2023

This study analyzes the tasks selected and implemented by pre-service mathematics teachers to support students' development of epistemic actions. Data was collected from 20 students who participated in a mathematics education curriculum theory course during one semester, and multiple data sources were used to gather information about the microteaching sessions. The study focused on the tasks selected and demonstrated during microteaching by pre-service teachers. The results suggest that providing students with a variety of learning opportunities that engage them in different combinations of abductive and deductive epistemic actions is important. The tasks selected by pre-service teachers primarily focused on understanding concepts, calculation, and reasoning. However, the use of engineering tools may present challenges as it requires students to engage in two epistemic actions simultaneously. The study's findings can inform the development of more effective approaches to mathematics education and can guide the development of teacher training programs.