Technology integration matrix: Developing mathematics education applications

The aim of the research is to examine the levels of technology integration in active learning environments of Technology Integration Matrix (TIM) and lesson plans prepared by undergraduate and graduate students using web 2.0 tools. The study group consists of five pre-service teachers enrolled in the fourth year of the Elementary Mathematics Education program at a state university located in western Turkey, as well as six in-service teachers pursuing graduate studies in the fields of Elementary Mathematics Education and Mathematics Education. The participants were determined by purposive sampling method. The research was designed according to the nested design from mixed research methods. In the qualitative dimension, case study design, one of the qualitative research methods, and in the quantitative dimension, descriptive research method was preferred in order to examine the levels of technology integration in active learning environments in lesson plans prepared for the Technology Integration Matrix Model. The data are Technology Integration Indicators (TIG) Scale and Web 2.0 Tools Recognition Level Rubric, prepared lesson plans and interview questions. In this study, in line with the data obtained by using the Technology Integration Indicators (TEG) scale, high scores were obtained in the 'Professional Development' and 'Organisation and Management' dimensions, while lower scores were obtained in the 'Ethics and Policies' dimension. According to the sub-dimensions of knowledge and usage levels of Web 2.0 tools, it was found that both knowledge and usage levels were high in expression, presentation and mathematical expression tools, while the theoretical knowledge level was high in digital drawing and storytelling tools, but the application level was lower. The lesson plans prepared before the implementation and the lesson plans prepared with the TIM model revealed significant differences. The plans were analysed by considering the features of each step of the model. While the plans prepared before the application, remained at the lower steps of the model, it was concluded that most of the lesson plans prepared for the TIM model could reach the upper step of the model.