Enhancing Pre-Service Special Education Teachers’ TPACK and Attitudes Through a Technology and Mathematics Focused Hackathon
The study aimed to develop a unique program based on a technological hackathon (MATH-HACK) for special education pre-service teachers (PSTs), and to examine its impact on their Technological, Pedagogical, and Content Knowledge (TPACK) as well as on their attitudes toward designing technology-based activities in mathematics for students with special needs.
Integrating technology into mathematics instruction is vital for supporting students with special needs. While special education teachers often express positive attitudes toward technology integration, its actual implementation in practice remains limited, mainly due to insufficient training. Pre-service teachers often report a need for greater support in developing the skills needed to integrate technology effectively.
The sample included 63 special education PSTs, exceeding the minimum required size of 52 determined in advance using G*Power. TPACK and attitude questionnaires regarding the design of technology-based mathematical activities were used. The quantitative analysis, conducted using SPSS (Version 29), included paired samples t-tests, repeated measures ANOVAs, Pearson correlations, and hierarchical regression analyses to identify predictors of improvement.
This study proposes a practical training program for special education PSTs, emphasizing the integration of technology as a core component. It underscores the potential contribution of the MATH-HACK program as a foundation for developing professional knowledge (TPACK) and fostering positive attitudes in this field.
The findings show improvement in each component of TPACK, with the most notable gains in technological knowledge. Students’ attitudes improved, particularly regarding their ability to cope with challenges. Moreover, it was found that PSTs who designed technological activities for students with emotional-behavioral disabilities and learning disabilities showed greater improvement in all areas of TPACK compared to PSTs who designed activities for students with complex disabilities. In addition, most PSTs preferred this method of instruction to classic instructional techniques.
The findings indicate that the MATH-HACK training program contributes to the development of PSTs’ TPACK components, while also fostering positive attitudes toward designing technology-based activities for students with special needs. In light of its contribution, it is recommended that similar training programs be developed and implemented further.
It is recommended to incorporate interviews to gain a deeper understanding of the improvements experienced by the research participants and to continue with a longitudinal study to assess whether they apply what they learned during the hackathon in their teaching practices.
The study highlights the potential contribution of this innovative model to the preparation of special education PSTs within a technological-mathematical context, a process that may enhance the mathematical achievement of students with special needs.
It would be valuable to assess the program’s applicability in other content disciplines, both in special education and general education.
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