Dr. Ruti Segal. Group leader - Faculty of Graduate Studies, Oranim Academic College, Tivon, Israel. Email:
Segal_r@oranim.ac.il.
The research group began its activities in November 2020 to investigate processes and characteristics of integrating diverse technologies in teaching and research. Key issues that the group chose to focus on: integrating technology in teaching math and science, attitudes and TPACK (Technological Pedagogical and Content Knowledge) of math and science teachers, and their emotions while the use various technologies environments.
Below is part of the research activity of the group:
Research 1: Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic (published)
This quantitative retrospective study examines a non-probable convenience sample of 104 in-service mathematics and science teachers with the aim to understand their changes in attitudes toward the integration and use of information and communications technology (ICT) as a result of the COVID-19 pandemic. Data included a self-report questionnaire. The results indicate an increase in teachers’ knowledge regarding the e-learning environments available at their schools. The teachers revealed that before the pandemic, they mostly used computer tools to support struggling students or carry out basic calculations. However, during, because they had to plan distance learning environments, they introduced adaptive pedagogical use of ICT tools for all their students. The findings reveal that most teachers experienced difficulties emanating from lack of preparation time, technological knowledge, and/or technical conditions, thus suggesting that policymakers must decide how to provide adequate knowledge and technical support to allow teachers to successfully integrate computerized technologies into their teaching.
Research 2: Emotions of mathematics and science teachers regarding the integration of computer technologies and their TPACK (2 papers in preparation)
This study focused on the emotions experienced by mathematics and science teachers concerning three aspects of integrating computer technology into teaching: presenting information and visual aids, assessment, and inquiry tools. A closed online quantitative questionnaire was distributed by non-probable sampling method to 91 in-service mathematics and science teachers. The results point to a core of four positive emotions that prevailed to a large extent with regard to integrating technological tools for the purpose of presenting information and visual aids, and was rated to less extent for assessment and inquiry. In addition, the results reveal a core of three negative emotions concerning the three aforementioned aspects. The findings suggest that teachers generally exhibit positive emotions towards technology integration and have the potential to serve as a platform to help math and science teacher educators when designing learning environments that integrate technology.
Part of research topics for the group further work:
1. Relying on the findings of the group's research mentioned above, we will to examine intervention programs to expand and deepen the TPACK of math and science teachers, and to reduce the negative teachers' emotions when using and implementing technology.
2. Monitoring the development of mathematical knowledge for teaching and levels of geometric thinking of mathematics teachers in primary and secondary school when they create lesson plans incorporate dynamic technological environments.
3. Based on research results, initiate courses for pre-service and in-service mathematics and science teachers to promote their TPACK and their positive emotion regarding the integration of technology in teaching and learning processes.
Group Publications:
Klemer, A., Segal, R., Miedijensky, S., Herscu-Kluska, R.,
& Kouropatov, A. (2023). Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2295.
https://doi.org/10.29333/ejmste/13306
Segal, R., Miedijensky, S., Klemer, A., Raveh, I., Lavie, I. & Wagner-Gershgoren, I. (2023). Teachers' Attitudes and Emotions Regarding the Integration of Technology into Teaching. Published in the proceeding of Passion and Professionalism in Teacher Education International conference, The MOFET Institute, Tel Aviv.
Klemer, A., Segal, R., Miedijensky, S., Herscu-Kluska, R., & Kouropatov, A. (2023). Teachers' Attitudes About the Computerized Technology Tools They Incorporate in their Teaching. Published in the proceeding of Passion and Professionalism in Teacher Education International conference, The MOFET Institute, Tel Aviv.
Klemer, A., Segal, R., Miedijensky, S., Herscu-Kluska, R., & Kouropatov, A. (2023). Teachers' attitudes towards technology during emergency remote learning. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ffhal-04410787f. https://hal.science/hal-04410787/document
Segal, R., Miedijensky, S., Klemer, A., Raveh, I., Lavie, I. & Wagner-Gershgoren, I. (2023). Science and mathematics teachers' attitudes and emotions regarding technology integration. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ffhal-04412143f. https://hal.science/hal-04412143/document
Segal, R., Miedijensky, S., Klemer, A., Raveh, I., Lavie, I., Wagner-Gershgoren, I. (2023). The relationship between mathematics and science teacher emotions toward the integration of computer technologies and TPACK. Submitted to international Journal of Science and Mathematics Education. (sjr: Q1) (under revision)
Rave, I., Lavie, I., Wagner-Gershgoren, I., Miedijensky, S., Segal, R., Klemer, A. (2024). Mathematics and science teachers’ perceptions of their TPACK and the usage of technology tools in their teaching. Submitted to Journal of Computers in Education. (sjr:Q1)
Segal, R., Miedijensky, S., Klemer, A., Raveh, I., Lavie, I. & Wagner-Gershgoren, I. (2023). Science and mathematics teachers' attitudes regarding their TPACK and THEIR emotions. Presented (by Ruti Segal). In Lavie, I., Vider, M. & Haddad, N. (Eds.). Proceedings of JCRME11 - the 11th Jerusalem Conference on Research in Mathematics Education. Lev Institute, Jerusalem. February 15-16, 2023, pp. 214-220. (In Hebrew).
Klemer, A., Segal, R., Miedijensky, S., Herscu-Kluska, R., & Kouropatov, A. (2023). Mathematics and Science Teachers' attitudes towards the integration of computerized technology before and during the outbreak of the Corona virus. Presented by Anatoli Kouropatov. In Lavie, I., Vider, M. & Haddad, N. (Eds.). Proceedings of JCRME11 - the 11th Jerusalem Conference on Research in Mathematics Education. Lev Institute, Jerusalem, February 15-16, 2023, pp. 214-220. (In Hebrew).