Akademik Veri Yönetim Sistemi
15th International Computer and Instructional Technologies Symposium, Çanakkale, Türkiye, 7 - 09 Eylül 2022
Digital capabilities of computers, and information technologies in education
and learning environments have been widely discussed and researched in various
studies over the past years. While these capabilities and different digital
technologies have led researchers to create new ways to use technology in learning
environments, which led to educational innovations across the world,
particularly in recent years due to the COVID-19 pandemic, they also coined the
term technology enhanced learning, to describe all teaching and learning
activities carried out with the incorporation of technologies in the learning
environments. Technology enhanced learning and teaching is underpinned by the
fundamental desire to improve the learning process and experiences of students,
ultimately resulting in higher level of educational achievement and skills
development. In other words, technology enhanced learning aims to increase the
efficiency of the learning process by improving existing processes, or even
completely change or replace old processes to move the learning process and
experience in a positive direction. To realise these goals and purposes,
instructional designers are using various technologies and methodologies to
improve different course needs in the learning process and enhance students’
learning. The use of technology enhanced learning has been particularly prominent
in mathematics education, with practitioners and researchers using software and
technology such as GeoGebra, augmented or virtual reality, and different
programming tools. The use of educational technologies has a rising trends in
mathematics education like other educational branches in the last decades. Therefore,
this study aims to conduct a content analysis of technology enhanced learning
in mathematics education and teaching research studies, which were published in
the Web of Science indexed journals, between 2017 and 2022. For this purpose, the
keywords “Technology Enhanced Learning”, “TEL” “Math(s) Education”,
“Mathematics Education” “Math(s) Teaching” and “Mathematics Teaching”, were used
to develop an initial collection of potential studies from the Web of Science
database. Moreover, Researchgate.net and Academia.edu were used to access papers
which were not accessible via the institutions of the researchers, Erzincan
Binali Yildirim University and Aberystwyth University. According to the
preliminary data, 85 individual sources have been collected from the Web of
Science database in total. 62 out of 85 sources have been identified as
non-suitable sources for this current research. Those sources were including
conference papers or STEM papers, which include information about technology
and mathematics but not technology enhanced learning and teaching in
mathematics education, and other unrelated papers. The 23 papers, which were
gathered from the Web of Science database, were examined with the research
classification form. Researchers used the research classification form for the
collected studies to identify information about, researchers, institutions,
study methods, study samples, research variables, data collection methods, data
analysing methods and study results. According to the preliminary results, 23
research studies have been published in 19 different journals, which are
indexed on the Web of Science database. The preliminary results also show that
these 23 research papers have been written by 61 researchers from 23 different
countries. Further results will be presented for a better understanding of
technology enhanced learning in mathematics education.