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 Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of… Continue Reading →
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eric.ed.gov har udgivet: It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates’ TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been… 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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eric.ed.gov har udgivet: The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, & Bismark (2013) to measure teachers’ TPACK (Likert scale of 1 to 5) and 7 open-ended questions regarding technology integration. Descriptive statistics were used to analyze the quantitative data while a two-cycle coding process,… Continue Reading →
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