Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers

<em>RELATIONSHIP BETWEEN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPAK) WITH TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) MATH TEACHER IN THE ELEMENTARY SCHOOL .</em> <em>The study aims to determine the TPACK level of MI mathematics teachers in Gebog Kudus. It will also look at the TISE level of MI mathematics teachers at Gebog Kudus and the level of significance of the relationship between TPACK and TISE on MI mathematics teachers at Gebog Kudus. The design of this study uses quantitative research approaches with correlational designs. Subjects in the study were 143 mathematics teachers, namely madrasah teachers from first grades through sixth. Data collection techniques using the TPACK and TISE Questionnaire, observation and interviews. The results showed that: 1) the TPACK level of MI mathematics teachers at Gebog Kudus at a simple level, 2) the TISE level of MI mathematics teachers at Gebog Kudus at a simple level, and 3) there was a significant relationship between TPACK and TISE at MI mathematics teachers at Gebog Kudus.</em>

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Identifying Mathematics Teachers’ Difficulties in Technology Integration in Terms of Technological Pedagogical Content Knowledge (TPCK)

International Journal of Research in Education and Science ◽

10.21890/ijres.428955 ◽

2018 ◽

pp. 555-576 ◽

Cited By ~ 3

Author(s):

Ayten Erduran ◽

Burcin Ince

Keyword(s):

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content

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MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Journal on Mathematics Education ◽

10.22342/jme.11.2.10818.259-276 ◽

2020 ◽

Vol 11 (2) ◽

pp. 259-276 ◽

Cited By ~ 1

Author(s):

Nurul Shahhida Abu Bakar ◽

Siti Mistima Maat ◽

Roslinda Rosli

Keyword(s):

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Self Efficacy ◽

Teaching Experience ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Academic Qualification ◽

Significant Difference

This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.

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Interactive Whiteboards

Cases on Technology Integration in Mathematics Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6497-5.ch014 ◽

2015 ◽

pp. 288-307

Author(s):

Tracy Goodson-Espy ◽

Lisa Poling

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Secondary Mathematics ◽

Technological Pedagogical Content Knowledge ◽

Interactive Whiteboards ◽

Mathematical Tasks ◽

Pedagogical Content ◽

Secondary Mathematics Teachers ◽

Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

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The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch052 ◽

2016 ◽

pp. 1103-1119

Author(s):

James E. Jang ◽

Jing Lei

Keyword(s):

Preservice Teachers ◽

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching Practices ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Domains ◽

Integrate Technology ◽

The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch046 ◽

2018 ◽

pp. 986-1002

Author(s):

James E. Jang ◽

Jing Lei

Keyword(s):

Preservice Teachers ◽

Technology Integration ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching Practices ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Domains ◽

Integrate Technology ◽

The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

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