tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Integrating digital technology in education is challenging. This study reports on three high school mathematics classes where teachers attempted to improve their teaching and student learning by using a digital tool. For analysis we use the Information System Artifact model Lee et al. (2015) which distinguishes between three integrated sub-artifacts, the technological, the informational and the social and the Structurational Practice Lens to educational technology Halperin (2017). Using interviews and observations we find the major obstacle for student learning is a less developed social artifact. Students have difficulties using the tool effectively when teachers do not work to develop shared practices in technology use. When teachers do not themselves use the tool actively, they do not fully understand… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The present study examined the extent to which mathematics teachers’ practices reflect visible learning (VL) at their schools and in their technology-enhanced classrooms. A number of determining factors influencing mathematics teachers to practice VL were also investigated. The Visible Learning Scale (VLS) instrument was conceptually developed based on Hattie’s eight mind frames of VL. The survey results from 119 participants indicated that Saudi mathematics teachers expressed a moderate to great level of evidence-based VL practice to enhance and promote students’ learning achievements and progress. The results also showed that the competence level of information and communication technology (ICT) integration is a determining and influential factor that enhances the practices teachers undertake to achieve a better effect on their… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Many teacher education institutes (TEI) are expected to provide preservice teachers (PTs) with the necessary knowledge, skills, and attitudes to teach with information and communication technology (ICT). To address this challenge, many TEIs have included introductory ICT courses in their curriculum to develop technological knowledge and skills. Although several existing studies have focused on detecting whether a course or a short-term training program can make an improvement on PTs’ TPACK, none of the existing studies have attempted to investigate in a longitudinal process whether PTs’ perceived development of TPACK skills follow an increasing linear pattern through years as planned in four-year-long teacher education programs, especially in ELT. This study therefore intends to address this gap in the literature.… Continue Reading →
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