Technology Integration in Secondary Mathematics: Enhancing the Professionalisation of Prospective Teachers

2011 ◽  
pp. 209-225 ◽  
Author(s):  
Merrilyn Goos
Keyword(s):  
Technology Integration ◽  
Prospective Teachers ◽  
Secondary Mathematics

scholarly journals Prospective teachers’ information and communication technology metaphors

2015 ◽  
Vol 7 (1) ◽  
pp. 09 ◽  
Author(s):  
Omur   Akdemir ◽  
Dincer Bicer ◽  
R. Sukru Parmaksiz
Keyword(s):  
Technology Integration ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Prospective Teachers ◽  
Future Research ◽  
Information And Communication ◽  
Ict Tools ◽  
Ict Training ◽  
Pre Service Teacher

Determination of the perceptions of the prospective teachers about Information and Communication Technology (ICT) terms has a remarkable potential to provide input for technology integration plans and ICT training. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for ICT terms. Data were gathered from 180 prospective teachers through a survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between the intended use of the ICT tools and the perception of the prospective teachers. Keywords: metaphors, ICT, information and communication technology, technology integration, pre-service teacher, teacher education, prospective teachers.

Reflections on a Course Designed to Encourage Technology Integration in Secondary School Mathematics

2010 ◽  
pp. 277-294
Author(s):  
Gladis Kersaint
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Design Development ◽  
Current Form ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Teachers Experiences

Mathematics education is used as a context to demonstrate the types of learning experiences that can be provided to preservice secondary mathematics teachers as part of a teacher education program to encourage technology integration. Specifically, the author reflects on the design, development, and implementation of a mathematics-specific technology course and considers the extent to which this course provides prospective teachers experiences to achieve the goals identified in the Mathematics TPACK (Technological Pedagogical Content Knowledge) Framework developed by the Association of Mathematics Teacher Educators. In its current form, the course addresses most of the identified guidelines; however, after reflecting on the extent to which this course might satisfy all of the indicators, the author concludes that a single course on technology integration is not sufficient. Technology integration should be considered a programmatic teacher education goal across multiple courses, both content and pedagogy.

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 28-43 ◽  
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

Using Toulmin's Model to Develop Prospective Secondary Mathematics Teachers' Conceptions of Collective Argumentation

2014 ◽  
Vol 3 (1) ◽  
pp. 8-26 ◽  
Author(s):  
Patty Anne Wagner ◽  
Ryan C. Smith ◽  
AnnaMarie Conner ◽  
Laura M. Singletary ◽  
Richard T. Francisco
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers ◽  
Toulmin’S Model

As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate collective arguments. Many mathematics education researchers find Toulmin's (1958/2003) model of argumentation to be useful in analyzing arguments, raising the question of whether mathematics teachers would find it useful as well. We introduced the model to prospective secondary mathematics teachers and asked them to analyze arguments using it. We found that the prospective teachers developed an appropriate understanding of what collective argumentation looks like in the classroom, and the model provided them a lens for analyzing teaching practice. This suggests the use of Toulmin's model is a promising step in helping prospective teachers develop their conceptions of collective argumentation.

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