Abstract
The aim of this study is to examine how the conventional relationships
between teachers and textbooks may be expanded so that teachers become
more genuine participants in the process of textbook development. The study
uses the Integrated Mathematics Wiki-book Project to examine how this
challenge might be addressed. The Integrated Mathematics Wiki-book
Project invites teachers to edit the textbooks they use in their classes and to
produce a revised version of these textbooks – wiki-based revised textbook.
Drawing on a variety of data sources from the 1st year activity of nine 7thgrdae teachers, analysis focuses on three aspects: (1) participating teachers’
perceptions of their unconventional role as making changes to a textbook
designed by expert curriculum developers, (2) the nature of teachers’
interactions with the consultants made available for them, and (3) the tension
between customizing the textbook for the specific student population they
taught and generating a more generic textbook for a broader 7th grade student
population.
between teachers and textbooks may be expanded so that teachers become
more genuine participants in the process of textbook development. The study
uses the Integrated Mathematics Wiki-book Project to examine how this
challenge might be addressed. The Integrated Mathematics Wiki-book
Project invites teachers to edit the textbooks they use in their classes and to
produce a revised version of these textbooks – wiki-based revised textbook.
Drawing on a variety of data sources from the 1st year activity of nine 7thgrdae teachers, analysis focuses on three aspects: (1) participating teachers’
perceptions of their unconventional role as making changes to a textbook
designed by expert curriculum developers, (2) the nature of teachers’
interactions with the consultants made available for them, and (3) the tension
between customizing the textbook for the specific student population they
taught and generating a more generic textbook for a broader 7th grade student
population.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Chais conference on instructional technologies research 2012 |
| Subtitle of host publication | Learning in the technological era |
| Editors | Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Y. Yair, Y. Kalman |
| Place of Publication | Ra'anana |
| Publisher | הוצאת האוניברסיטה הפתוחה |
| Pages | 30-34 |
| Number of pages | 5 |
| State | Published - 2012 |
| Externally published | Yes |