Creating a Codebook for Ascertaining South African and Finnish Mathematics Teachers’ WSTP to Cultivate Technology Intense Professional Development
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Authors
EdMedia + Innovate Learning, Jun 20, 2017 in Washington, DC ISBN 978-1-939797-29-2
Abstract
It is becoming critical for South Africa to develop the technology skills of its Mathematics teachers as eight to twelve per cent of students’ performance can be attributed to effective technology integration. Through a partnership with Finland, the researchers in both contexts want to cultivate technology-intense professional development This paper describes the stages of creating a codebook for ascertaining South African and Finnish Mathematics teachers’ WSTP to cultivate technology-intense professional development. The researchers created an initial codebook to have a generic tool to conduct qualitative analysis, which is often questioned whether it is trustworthy or not, to ensure that the researchers in the project will have a fixed frame for the analysis of the interview data in South Africa and Finland; and to implement the WSTP model as a theoretical framework for qualitative data analysis which has been used and validated only in quantitative studies.
Citation
Leendertz, V. & Blignaut, S. (2017). Creating a Codebook for Ascertaining South African and Finnish Mathematics Teachers’ WSTP to Cultivate Technology Intense Professional Development. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 47-55). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/p/178302.
© 2017 AACE