Innovation in Teaching Using a Hackathon Technology-Enhanced Learning Approach
Meirav Tzohar-Rozen et al.
Abstract
MATH-HACK is an innovative program that integrates a technological hackathon with mathematics instruction for pre-service teachers (PSTs). Based on the TPACK model (Technological, Pedagogical, and Content Knowledge), the program aims to foster active, experiential learning. This study examines the program’s immediate contribution to PSTs’ learning experience and their acquisition of TPACK components upon completion of the program. In addition, it explores the long-term professional insights PSTs developed over time. The study involved 40 PSTs at one academic institution who participated in an intensive 3-day program: 2 days developing technological-mathematical activities for students with special needs, and a culmination day in which such students came to campus to learn using the developed products. Research tools included interviews and reflective journals, analyzed using a qualitative thematic content analysis that combined both inductive and deductive approaches. The research findings showed PSTs thought the program was focused, practical, and included quality professional support, and enabled collaborative learning. Immediately post-program, PSTs described seeing improvement in their TPACK technological-mathematical component, and over time described their most significant improvement in the technological-pedagogical component, both in terms of knowledge and sense of self-efficacy. Notably, participants expressed strong motivation to continue learning and teaching through hackathon-based formats, viewing this approach as a meaningful and engaging model for professional growth. This study provides new theoretical and practical insights into how technology-enhanced collaborative learning environments can foster pedagogical innovation and support inclusive teaching practices in teacher education. Beyond the specific context of mathematics and special education, the findings offer broader implications for higher education by illustrating how hackathon-based, technology-enhanced active learning designs can be adapted to promote pedagogical innovation, collaborative knowledge construction, and inclusive teaching practices across disciplines and institutional contexts.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.