ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ TPACK AND ATTITUDES THROUGH A TECHNOLOGY AND MATHEMATICS FOCUSED HACKATHON.
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| Title: | ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ TPACK AND ATTITUDES THROUGH A TECHNOLOGY AND MATHEMATICS FOCUSED HACKATHON. |
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| Authors: | Tzohar-Rozen, Meirav1 meiravroz@l-w.ac.il, Amzalag, Meital2 meitalam@hit.ac.il, Bodinuk, Anat1,3 anatbutz@gmail.com |
| Source: | Journal of Information Technology Education: Research. 2025, Vol. 24, p1-25. 25p. |
| Subject Terms: | *Special education, *Educational technology, *Curriculum planning, *Student teachers, *Attitude (Psychology), *Interdisciplinary education, *Mathematics education, Hackathons |
| Abstract: | Aim/Purpose The study aimed to develop a unique program based on a technological hackathon (MATH-HACK) for special education pre-service teachers (PSTs), and to examine its impact on their Technological, Pedagogical, and Content Knowledge (TPACK) as well as on their attitudes toward designing technologybased activities in mathematics for students with special needs. Background Integrating technology into mathematics instruction is vital for supporting students with special needs. While special education teachers often express positive attitudes toward technology integration, its actual implementation in practice remains limited, mainly due to insufficient training. Pre-service teachers often report a need for greater support in developing the skills needed to integrate technology effectively. Methodology The sample included 63 special education PSTs, exceeding the minimum required size of 52 determined in advance using G*Power. TPACK and attitude questionnaires regarding the design of technology-based mathematical activities were used. The quantitative analysis, conducted using SPSS (Version 29), included paired samples t-tests, repeated measures ANOVAs, Pearson correlations, and hierarchical regression analyses to identify predictors of improvement. Contribution This study proposes a practical training program for special education PSTs, emphasizing the integration of technology as a core component. It underscores the potential contribution of the MATH-HACK program as a foundation for developing professional knowledge (TPACK) and fostering positive attitudes in this field. Findings The findings show improvement in each component of TPACK, with the most notable gains in technological knowledge. Students’ attitudes improved, particularly regarding their ability to cope with challenges. Moreover, it was found that PSTs who designed technological activities for students with emotional-behavioral disabilities and learning disabilities showed greater improvement in all areas of TPACK compared to PSTs who designed activities for students with complex disabilities. In addition, most PSTs preferred this method of instruction to classic instructional techniques. Recommendations for Practitioners The findings indicate that the MATH-HACK training program contributes to the development of PSTs’ TPACK components, while also fostering positive attitudes toward designing technology-based activities for students with special needs. In light of its contribution, it is recommended that similar training programs be developed and implemented further. Recommendations for Researchers It is recommended to incorporate interviews to gain a deeper understanding of the improvements experienced by the research participants and to continue with a longitudinal study to assess whether they apply what they learned during the hackathon in their teaching practices. Impact on Society The study highlights the potential contribution of this innovative model to the preparation of special education PSTs within a technological-mathematical context, a process that may enhance the mathematical achievement of students with special needs. Future Research It would be valuable to assess the program’s applicability in other content disciplines, both in special education and general education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Information Technology Education: Research is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190652892 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ TPACK AND ATTITUDES THROUGH A TECHNOLOGY AND MATHEMATICS FOCUSED HACKATHON. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tzohar-Rozen%2C+Meirav%22">Tzohar-Rozen, Meirav</searchLink><relatesTo>1</relatesTo><i> meiravroz@l-w.ac.il</i><br /><searchLink fieldCode="AR" term="%22Amzalag%2C+Meital%22">Amzalag, Meital</searchLink><relatesTo>2</relatesTo><i> meitalam@hit.ac.il</i><br /><searchLink fieldCode="AR" term="%22Bodinuk%2C+Anat%22">Bodinuk, Anat</searchLink><relatesTo>1,3</relatesTo><i> anatbutz@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Information+Technology+Education%3A+Research%22">Journal of Information Technology Education: Research</searchLink>. 2025, Vol. 24, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Hackathons%22">Hackathons</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim/Purpose The study aimed to develop a unique program based on a technological hackathon (MATH-HACK) for special education pre-service teachers (PSTs), and to examine its impact on their Technological, Pedagogical, and Content Knowledge (TPACK) as well as on their attitudes toward designing technologybased activities in mathematics for students with special needs. Background Integrating technology into mathematics instruction is vital for supporting students with special needs. While special education teachers often express positive attitudes toward technology integration, its actual implementation in practice remains limited, mainly due to insufficient training. Pre-service teachers often report a need for greater support in developing the skills needed to integrate technology effectively. Methodology The sample included 63 special education PSTs, exceeding the minimum required size of 52 determined in advance using G*Power. TPACK and attitude questionnaires regarding the design of technology-based mathematical activities were used. The quantitative analysis, conducted using SPSS (Version 29), included paired samples t-tests, repeated measures ANOVAs, Pearson correlations, and hierarchical regression analyses to identify predictors of improvement. Contribution This study proposes a practical training program for special education PSTs, emphasizing the integration of technology as a core component. It underscores the potential contribution of the MATH-HACK program as a foundation for developing professional knowledge (TPACK) and fostering positive attitudes in this field. Findings The findings show improvement in each component of TPACK, with the most notable gains in technological knowledge. Students’ attitudes improved, particularly regarding their ability to cope with challenges. Moreover, it was found that PSTs who designed technological activities for students with emotional-behavioral disabilities and learning disabilities showed greater improvement in all areas of TPACK compared to PSTs who designed activities for students with complex disabilities. In addition, most PSTs preferred this method of instruction to classic instructional techniques. Recommendations for Practitioners The findings indicate that the MATH-HACK training program contributes to the development of PSTs’ TPACK components, while also fostering positive attitudes toward designing technology-based activities for students with special needs. In light of its contribution, it is recommended that similar training programs be developed and implemented further. Recommendations for Researchers It is recommended to incorporate interviews to gain a deeper understanding of the improvements experienced by the research participants and to continue with a longitudinal study to assess whether they apply what they learned during the hackathon in their teaching practices. Impact on Society The study highlights the potential contribution of this innovative model to the preparation of special education PSTs within a technological-mathematical context, a process that may enhance the mathematical achievement of students with special needs. Future Research It would be valuable to assess the program’s applicability in other content disciplines, both in special education and general education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Information Technology Education: Research is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.28945/5619 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Special education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Attitude (Psychology) Type: general – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Hackathons Type: general Titles: – TitleFull: ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ TPACK AND ATTITUDES THROUGH A TECHNOLOGY AND MATHEMATICS FOCUSED HACKATHON. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tzohar-Rozen, Meirav – PersonEntity: Name: NameFull: Amzalag, Meital – PersonEntity: Name: NameFull: Bodinuk, Anat IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15479714 Numbering: – Type: volume Value: 24 Titles: – TitleFull: Journal of Information Technology Education: Research Type: main |
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