Transforming Mathematics Teacher Knowledge in the Digital Age Through Iterative Design of Course-Based Projects

TPACK ◽  
2019 ◽  
pp. 347-371
Author(s):  
Jennifer M. Suh ◽  
Debra R. Sprague ◽  
Courtney K. Baker
Keyword(s):  
Technology Integration ◽  
Teacher Knowledge ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Faculty Members ◽  
Self Study ◽  
Teachers And Students ◽  
Integrate Technology ◽  
Beliefs About Technology

This research in this chapter highlights a self-study of three university faculty members who were aimed at improving the design of an Elementary Mathematics Technology Integration Course (EMTIC). The self-study used the faculty unique research lenses and expertise in mathematics education and educational technology to redesign the performance based assignments to better prepare the teacher candidates to integrate technology into their mathematics teaching. This collaboration required faculty members to: 1) Reflect on their beliefs about technology integration; 2) Evaluate their current teaching practices; and 3) Adapt the design of their course assignments to better meet the skills required of teachers and students in the 21st century.

Transforming Mathematics Teacher Knowledge in the Digital Age through Iterative Design of Course-Based Projects

2016 ◽  
pp. 190-214
Author(s):  
Jennifer M. Suh ◽  
Debra R. Sprague ◽  
Courtney K. Baker
Keyword(s):  
Technology Integration ◽  
Teacher Knowledge ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Faculty Members ◽  
Self Study ◽  
Teachers And Students ◽  
Integrate Technology ◽  
Beliefs About Technology

This research in this chapter highlights a self-study of three university faculty members who were aimed at improving the design of an Elementary Mathematics Technology Integration Course (EMTIC). The self-study used the faculty unique research lenses and expertise in mathematics education and educational technology to redesign the performance based assignments to better prepare the teacher candidates to integrate technology into their mathematics teaching. This collaboration required faculty members to: 1) Reflect on their beliefs about technology integration; 2) Evaluate their current teaching practices; and 3) Adapt the design of their course assignments to better meet the skills required of teachers and students in the 21st century.

Integrating Technology into Mathematics Teaching

2013 ◽  
pp. 288-303 ◽  
Author(s):  
Lutfi Incikabi ◽  
Hatice Sancar Tokmak
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Course Design ◽  
Improvement Plan ◽  
Integrating Technology ◽  
Effective Technology ◽  
Content Pedagogy

The relationships between content, pedagogy, and technology are important for teaching, yet complex for teachers. The idea of technological, pedagogical, and content knowledge (TPACK) has emerged in the educational technology field as a framework to explain the complexity of technology integration. In contrast to a simple view of technology, TPACK framework emphasizes the connections, interactions, affordances, and constraints of content, pedagogy, and technology. TPACK framework presents a way of thinking about effective technology integration. The preparation of teachers for effective technology integration to instruction appears to be a key component of almost every improvement plan for education and educational reform programs. This chapter provides a course design example for teacher educators about how to give pre-service teachers experience integrating technology with their instructions. The instructor designed this course to enhance mathematics teacher candidates’ understanding of TPACK as a result of an intense educational technology course sequence.

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

scholarly journals Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 35-44
Author(s):  
Mohammad Abed-Latif Mohammad Smadi ◽  
Abdul Halim Mohammad ◽  
Faizahani Ab Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Technology Integration ◽  
Instructional Technology ◽  
Social Studies ◽  
Education System ◽  
Social Studies Teachers ◽  
Female Teachers ◽  
Integrate Technology

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

scholarly journals ANDRAGOGICAL APPROACHES AND PRINCIPLES IN THE SYSTEM OF CONTINUOUS EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 25-30
Author(s):  
А.А. Zhalgassova ◽  
◽  
L.E. Koishigulova ◽  
G.G. Zhubangalieva ◽  
◽  
...  
Keyword(s):  
Continuing Education ◽  
Educational Technologies ◽  
Highly Qualified ◽  
World Community ◽  
Joint Activities ◽  
Effective Activity ◽  
Self Study ◽  
Teachers And Students ◽  
Systematic Training

The philosophy of education is formed on the basis of globalization processes that determine the development of the world community. Continuing education, taking into account all the objective changes in the educational sphere and the achievements of various sciences in understanding the role of man in his life, is an important condition for effective activity in this community. This article discusses the relevance of using andragogical approaches and principles in the system of continuing education. This is due to new requirements for the system of training and retraining of personnel in modern conditions, when the goals and practice of education are outstripping in nature, focused on the training of highly qualified specialists. Andragogical principles determine the organization of the learning process of teachers and students in the continuing education system (principles of the priority of self-study of students; the student’s joint activities with the teacher in organizing the process of their learning; reliance on the experience of the student, used as one of the sources of training; individualization of instruction; systematic training; contextual learning; updating learning outcomes; learning electives; development of educational needs of students; mindfulness learning). The use of andragogical approaches and principles in the system of continuing education in the future involves the development and implementation of the andragogical model, the use of modern educational technologies, and the training of andragogical specialists.

scholarly journals EFFECTIVELY ASSESSING PROFESSIONAL ENGINEERING SKILLS

2011 ◽  
Author(s):  
David S. Strong ◽  
Sue Fostaty Young
Keyword(s):  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
Solo Taxonomy ◽  
Adoption And Implementation ◽  
Cognitive Transformation ◽  
Teachers And Students ◽  
Learning As A Process ◽  
Core Course ◽  
Ice Model

This paper outlines the assessment dilemmas and challenges that were experienced by faculty members and students alike during initial iterations of APSC 190 (a first-year, professional engineering skills core course in the Faculty of Applied Science at Queen’s University) and how the adoption and implementation of the ICE model of assessment [1], [2], [3] served to address those challenges. ICE, an acronym for Ideas, Connections and Extensions is based on cognitive/transformation theories of learning similar to those put forth by Biggs’ and Collis’ SOLO taxonomy[4], and describes learning as a process of growth from novice toward expert. Unlike SOLO, ICE was intentionally designed for use in the classroom by teachers and students. The simplicity of the model increases its utility and portability to a host of learning activities and furnishes an accessible vocabulary and framework to facilitate communication about expectations for learning. The paper includes an overview of the ICE model, suggestions for implementation and the effects and limitations of the model for use in professional skills courses. Current-use examples are provided that illustrate the model’s utility and its implications for shaping student learning.

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