Abstract—Technology became considerably more critical for
mathematics teachers during the Covid-19 pandemic era. Apart
from examining pre-service mathematics teachers' knowledge
about technology integration, which failed to reflect the unique
characteristics of mathematics and underrated teachers'
perception toward using technology in mathematics classrooms,
this study aims to examine pre-service mathematics teachers'
technology integrated competency through an enhancement
program. Data were gathered from 25 pre-service mathematics
teachers at Lampang Rajabhat University through journals,
artifacts, and focus group interviews. Quantitative and
qualitative analysis was by the research analytic framework's
categories to define changes in participants' technology
integrated competency. The primary finding was that
participants gained a better knowledge of technology integrated
lesson design during a four-month period. Most participants
moved their emphasis away from technology as a teaching aid
and toward providing students with mathematical learning
instruments. Additionally, they emphasized the significance of
their courage. They did not overlook the necessity of adequate
mathematical knowledge for teaching when it came to
improving mathematics teachers' roles in creating a successful
technology integrated mathematics lesson. It was discovered in
this study that the cooperative initiation and open lesson
observation of pre-service mathematics teachers had a direct
effect on their lesson preparation.
Index Terms—Teacher knowledge, pre-service mathematics
teacher, technology integration, online lesson.
N. Jun-on, D. Kaewkongpan, and C. Suwanreung are with Lampang
Rajabhat University, Lampang, Thailand (e-mail: nipa.676@g.lpru.ac.th,
duangjan.kkp@hotmail.com, chanankan@hotmail.com).
R. Suparatulatorn is with Chiang Mai University, Chiang Mai, Thailand
(e-mail: raweerote.s@gmail.com).
Cite: Nipa Jun-on, Raweerote Suparatulatorn, Duangjan Kaewkongpan, and Chanankarn Suwanreung, "Enhancing Pre-service Mathematics Teachers' Technology Integrated Competency: Cooperative Initiation and Open Lesson Observation," International Journal of Information and Education Technology vol. 12, no. 12, pp. 1363-1373, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).