The paper describes a project concerning the design and implementation of an educational path devoted to in-service lower secondary school teachers (ISTs). The project aims to increase the ISTs’ technological skills as well as their awareness, by involving them in designing digital educational resources for their students. Moreover, we are interested in the participants’ perceived impact of the educational path on their professional development. Our analysis, carried out according to a case study methodology, allowed us to highlight a change of perspective and the increase of the awareness of most of the ISTs, who shifted from the occasional use of simple GeoGebra files (mainly created by others) to the potential plan to autonomously producing GeoGebra applets with different educational goals. Moreover, most ISTs perceived an improvement in their professional development in terms of technological and didactical skills, fostered by their engagement and communication within the cooperative activities carried out in remote learning.
Engaging Mathematics Teachers as Designers of Digital Educational Resources to Foster Their Awareness in Counsel / Alessio, F.; de Fabritiis, C.; Telloni, A. I.. - STAMPA. - 1779 CCIS:(2023), pp. 650-662. [10.1007/978-3-031-29800-4_49]
Engaging Mathematics Teachers as Designers of Digital Educational Resources to Foster Their Awareness in Counsel
Alessio F.;de Fabritiis C.;Telloni A. I.
2023-01-01
Abstract
The paper describes a project concerning the design and implementation of an educational path devoted to in-service lower secondary school teachers (ISTs). The project aims to increase the ISTs’ technological skills as well as their awareness, by involving them in designing digital educational resources for their students. Moreover, we are interested in the participants’ perceived impact of the educational path on their professional development. Our analysis, carried out according to a case study methodology, allowed us to highlight a change of perspective and the increase of the awareness of most of the ISTs, who shifted from the occasional use of simple GeoGebra files (mainly created by others) to the potential plan to autonomously producing GeoGebra applets with different educational goals. Moreover, most ISTs perceived an improvement in their professional development in terms of technological and didactical skills, fostered by their engagement and communication within the cooperative activities carried out in remote learning.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
