Using student personas when developing digital mathematics learning resources to improve teacher training
Uloženo v:
| Název: | Using student personas when developing digital mathematics learning resources to improve teacher training |
|---|---|
| Autoři: | Robert Weinhandl, Lena Kleinferchner, Viktoria Riegler, Carina Schobersberger, Tony Houghton, Zsolt Lavicza, Vasiliki Laina |
| Přispěvatelé: | Universitätsbibliothek |
| Zdroj: | Journal of Digital Learning in Teacher Education. 40:57-72 |
| Informace o vydavateli: | Informa UK Limited, 2023. |
| Rok vydání: | 2023 |
| Témata: | Personas, technology-enhanced learning, digital learning resources, mathematics teacher training |
| Popis: | In this study, we discuss how the use of student personas can support pre-service teachers developing digital mathematics learning resources and improve mathematics teacher training programs. The use of modern technologies in schools requires that pre-service teachers prepare for new challenges, including the development of digital learning resources. To be able to develop such resources during teacher training, pre-service mathematics teachers without direct contact with students need insights into particular characteristics of mathematics students. We argue that personas, a tool and approach adopted from user experience research, can provide such insights. For this purpose, we interviewed four pre-service mathematics teachers who were developing digital learning resources in the span of a semester. We analyzed the data using grounded qualitative content analysis approaches and identified the following key aspects of personas usage for mathematics teacher training: (A) personas can act as an information tool, (B) personas can act as a planning and feedback tool, (C) the use of personas can trigger reflection processes for pre-service teachers, and (D) sustained work with personas may increase its impact. Our results indicate that personas can offer pre-service teachers support when developing digital learning resources and contribute to their professional development. |
| Druh dokumentu: | Article |
| Jazyk: | English |
| ISSN: | 2332-7383 2153-2974 |
| DOI: | 10.1080/21532974.2023.2291370 |
| Rights: | CC BY |
| Přístupové číslo: | edsair.doi.dedup.....43355e697c395dacade8bcc0634ea52b |
| Databáze: | OpenAIRE |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstrakt: | In this study, we discuss how the use of student personas can support pre-service teachers developing digital mathematics learning resources and improve mathematics teacher training programs. The use of modern technologies in schools requires that pre-service teachers prepare for new challenges, including the development of digital learning resources. To be able to develop such resources during teacher training, pre-service mathematics teachers without direct contact with students need insights into particular characteristics of mathematics students. We argue that personas, a tool and approach adopted from user experience research, can provide such insights. For this purpose, we interviewed four pre-service mathematics teachers who were developing digital learning resources in the span of a semester. We analyzed the data using grounded qualitative content analysis approaches and identified the following key aspects of personas usage for mathematics teacher training: (A) personas can act as an information tool, (B) personas can act as a planning and feedback tool, (C) the use of personas can trigger reflection processes for pre-service teachers, and (D) sustained work with personas may increase its impact. Our results indicate that personas can offer pre-service teachers support when developing digital learning resources and contribute to their professional development. |
|---|---|
| ISSN: | 23327383 21532974 |
| DOI: | 10.1080/21532974.2023.2291370 |