.png)
USING THE INTERNET IN HIGH SCHOOL MATHEMATICS
Abstract
Whilst the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers’ use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This paper analyses qualitatively the TPACK demonstrated by the teacher of a Year 11class who used web-based simulated contexts and interactive web objects in a Mathematics Studies course. The findings indicate aspects of TPK relating to academic learning time and the transformational mode of the technology were not fully realised in this case study. The implications these has for teacher professional development are discussed.
Keywords: Classroom Teaching, Interactive Learning Environments, TPACK, Mathematics Education, Pedagogical Issues.
Â
Full Text:
PDFReferences
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi: http://dx.doi.org/10.1016/j.compedu.2008.07.006
Ayres,P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20(3),287-298.
Bain, A., & Weston, M. E. (2012). The learning edge: What technology can do to educate all children. New York: Teacher College Press.
Baskin, C., & Williams, M. (2006). ICT integration in schools: Where are we now and what comes next? Australasian Journal of Educational Technology, 22(4), 455-473.
Berliner, D. C. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In Berliner,D. C. &. Rosenshine B. V (Eds.), Talks to teachers (pp.93-110). New York: Random House.
Borba, M. (2009). Potential scenarios for Internet use in the mathematics classroom. ZDM, 41(4), 453- 465. doi: 10.1007/s11858-009-0188-2
Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-
doi: http://dx.doi.org/10.1016/j.compedu.2011.01.007
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Education Inc.
Goos, M. & Bennison, A. (2008). Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20 (3), 102-130.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. doi: http://dx.doi.org/10.1016/j.compedu.2011.04.010
Handal, B., Campbell, C., Cavanagh, M., Petocz, P. & Kelly, N. (2013). Technological pedagogical content knowledge of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13 (1), 22-40
Hayes, D. (2007) ICT and learning: Lessons from Australian classrooms. Computers & Education, 49, 385-395.
Joubert, M. (2013). Using digital technologies in mathematics teaching: developing an understanding of the landscape using three “grand challenge†themes. Educational Studies in Mathematics, 82, 341-359. DOI 10.1007/s10649-012-9430-x
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koh, J., Chai, C., & Tsai, C.-C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach. Instructional Science, 41(4), 793-809. doi: 10.1007/s11251-012-9249-y
Lee, H. & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in
Technology and Teacher Education, 8(4), 326-341.
Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. doi: 10.1007/s11251-008-9075-4
Lim, C. P. (2002). A theoretical framework for the study of ICT in schools: a proposal. British Journal of Educational Technology 33(4), 411-421.
Mayer, R.E. & Moreno, R. (2003). Nine ways to reduce cogntive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., . . . Kersaint, G.
(2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
Ozgun-Koca, S.A.’ Meagher,M. & Edwards, M.T. (2010). Preservice teachers’ emerging TPACK in a technology-rich methods class. The Mathematics Educator, 19 (2), 10-20.
Punch, K. (1998). Mixed methods and evaluative criteria. In Introduction to social research (pp. 239- 250). Great Britain: Sage.
Schon, D.A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Smeets, E. ( 2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44, 343-355.
Trend, R., Davis, N. & Loveless, A. (1999). Information and Communications Technology. London: Letts Educational.
Twining, P. (2002). Conceptualising Computer Use in Education: Introducing the Computer Practice Framework (CPF). British Educational Research Journal, 28(1), 95-110. doi: 10.1080/01411920120109775
DOI: https://doi.org/10.22342/jme.5.2.1496.108-126
Refbacks
- There are currently no refbacks.
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
p-ISSN: 2087-8885 | e-ISSN: 2407-0610
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.
View My Stats