Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool

This study examines pre-service early childhood teachers’ (PSTs) perceptions of a training programme designed to integrate technology into mathematics planning through the authoring tool JClic. Data from 24 participants were collected through open-ended questions and analysed thematically to identif...

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Detalles Bibliográficos
Autores: Gallego Sánchez, Inés Magdalena, Gavilán Izquierdo, José María
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2026
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:dnet:idus________::2b1be01bed38eb159dc2308d7387c934
Acceso en línea:https://hdl.handle.net/11441/186226
https://doi.org/10.30722/33.06.002
Access Level:acceso abierto
Palabra clave:Technology
perceptions
pre-service Early Childhood teachers
lesson planning
mathematics
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spelling Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring ToolGallego Sánchez, Inés MagdalenaGavilán Izquierdo, José MaríaTechnologyperceptionspre-service Early Childhood teacherslesson planningmathematicsThis study examines pre-service early childhood teachers’ (PSTs) perceptions of a training programme designed to integrate technology into mathematics planning through the authoring tool JClic. Data from 24 participants were collected through open-ended questions and analysed thematically to identify perceived advantages and barriers during the instructional design process. Participants reported increased confidence and identified skills they believed would support future practice; specifically, they highlighted the benefits of using varied representations, the tool’s flexibility in task design, and its potential for student learning control. However, the significant effort required to master the tool’s complexity tempered some adoption intentions. Nevertheless, even with this perceived difficulty, the pedagogical quality of the final designs was generally satisfactory, suggesting that PSTs were able to manage technical friction to develop appropriate mathematical tasks. These findings indicate that while the training successfully enabled participants to overcome the initial learning curve and produce quality work, the high technical demand remains a deterrent for spontaneous future use. To enhance future practice, teacher education programmes must better address the challenges of technology integration by prioritising intuitive tools that ensure technical mastery does not overshadow pedagogical objectives.Universidad de SevillaDidáctica de las MatemáticasFQM226: Grupo de Investigación en Educación Matemática2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/186226https://doi.org/10.30722/33.06.002reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInternational Journal of Innovation in Science and Mathematics Education, 33 (6), 18-32. https://openjournals.library.sydney.edu.au/CAL/article/download/21334/18344info:eu-repo/semantics/openAccessoai:dnet:idus________::2b1be01bed38eb159dc2308d7387c9342026-06-17T12:51:07Z
dc.title.none.fl_str_mv Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
title Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
spellingShingle Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
Gallego Sánchez, Inés Magdalena
Technology
perceptions
pre-service Early Childhood teachers
lesson planning
mathematics
title_short Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
title_full Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
title_fullStr Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
title_full_unstemmed Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
title_sort Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
dc.creator.none.fl_str_mv Gallego Sánchez, Inés Magdalena
Gavilán Izquierdo, José María
author Gallego Sánchez, Inés Magdalena
author_facet Gallego Sánchez, Inés Magdalena
Gavilán Izquierdo, José María
author_role author
author2 Gavilán Izquierdo, José María
author2_role author
dc.contributor.none.fl_str_mv Didáctica de las Matemáticas
FQM226: Grupo de Investigación en Educación Matemática
dc.subject.none.fl_str_mv Technology
perceptions
pre-service Early Childhood teachers
lesson planning
mathematics
topic Technology
perceptions
pre-service Early Childhood teachers
lesson planning
mathematics
description This study examines pre-service early childhood teachers’ (PSTs) perceptions of a training programme designed to integrate technology into mathematics planning through the authoring tool JClic. Data from 24 participants were collected through open-ended questions and analysed thematically to identify perceived advantages and barriers during the instructional design process. Participants reported increased confidence and identified skills they believed would support future practice; specifically, they highlighted the benefits of using varied representations, the tool’s flexibility in task design, and its potential for student learning control. However, the significant effort required to master the tool’s complexity tempered some adoption intentions. Nevertheless, even with this perceived difficulty, the pedagogical quality of the final designs was generally satisfactory, suggesting that PSTs were able to manage technical friction to develop appropriate mathematical tasks. These findings indicate that while the training successfully enabled participants to overcome the initial learning curve and produce quality work, the high technical demand remains a deterrent for spontaneous future use. To enhance future practice, teacher education programmes must better address the challenges of technology integration by prioritising intuitive tools that ensure technical mastery does not overshadow pedagogical objectives.
publishDate 2026
dc.date.none.fl_str_mv 2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/186226
https://doi.org/10.30722/33.06.002
url https://hdl.handle.net/11441/186226
https://doi.org/10.30722/33.06.002
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Innovation in Science and Mathematics Education, 33 (6), 18-32.
https://openjournals.library.sydney.edu.au/CAL/article/download/21334/18344
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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