Evaluating Visible Learning: Mathematics Teachers' Practices in Technology-Enhanced Classrooms

Autor/inn/en	Al-Abdullatif, Ahlam Mohammed; Alsaeed, Maha Saad
Titel	Evaluating Visible Learning: Mathematics Teachers' Practices in Technology-Enhanced Classrooms
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1686798 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Abdullatif, Ahlam Mohammed) ORCID (Alsaeed, Maha Saad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1686798
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Educational Technology; Foreign Countries; Teaching Methods; Technology Integration; Evidence Based Practice; Feedback (Response); Faculty Development; Planning; Teacher Expectations of Students; Teacher Evaluation; Student Evaluation; Inservice Teacher Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Ablaufplanung; Planungsprozess; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung; Lehrerfortbildung; Saudi-Arabien
Abstract	The present study examined the extent to which mathematics teachers' practices reflect visible learning (VL) at their schools and in their technology-enhanced classrooms. A number of determining factors influencing mathematics teachers to practice VL were also investigated. The Visible Learning Scale (VLS) instrument was conceptually developed based on Hattie's eight mind frames of VL. The survey results from 119 participants indicated that Saudi mathematics teachers expressed a moderate to great level of evidence-based VL practice to enhance and promote students' learning achievements and progress. The results also showed that the competence level of information and communication technology (ICT) integration is a determining and influential factor that enhances the practices teachers undertake to achieve a better effect on their students' learning progress. The findings of this study were interpreted in light of the current educational context of mathematics teaching and technology integration in Saudi Arabia's education system, and their implications for researchers, teacher educators and policymakers were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01