Creating a Codebook for Ascertaining South African and Finnish Mathematics Teachers’ WSTP to Cultivate Technology Intense Professional Development PROCEEDING
Verona Leendertz, Seugnet Blignaut, North-West University, South Africa
EdMedia: World Conference on Educational Media and Technology, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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.
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 September 22, 2017 from https://www.learntechlib.org/p/178302/.
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