ICT & Teaching (406 items)To section archive
A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science With Blogs
This article describes a case study of a technology professional development initiative. Specifically, it examines how participants experienced learning to design and teach with technology through a technology, pedagogy, and content knowledge (TPACK) -based professional development approach at a particular school site. The results reveal that the workshop engaged teachers in a series of learning activities designed to promote the development of teacher knowledge about how to meet content-learning goals through integration of technology in science teaching. In conclusion, these results show that content-centric technology professional development that involves collaboration among a small group of teachers around a common content area, with technical and content area support from experts, supports the transformation of teachers’ hypothetical teaching activities into actual teaching practice.
Updated: Feb. 22, 2018
Using a Technology-Supported Approach to Preservice Teachers’ Multirepresentational Fluency: Unifying Mathematical Concepts and Their Representations
This article describes a project used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. The authors were interested to look at whether, and possibly how, such an intervention impacts preservice teachers. the authors conclude that these findings suggested that the impact of this intervention were quite promising. The authors argue that the simultaneous access to all registers of representation seemed to move preservice teachers’ perspectives significantly away from a strictly procedural focus and to a more concept-driven approach to thinking about and doing mathematics.
Updated: Feb. 18, 2018
Opportunities to Notice: Chinese Prospective Teachers Noticing Students’ Ideas in a Distance Formula Lesson
This article examines the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. The results demonstrate that all six PSTs attended to the order exchange issue. The participants were able to attend to, interpret, and respond to the order exchange issue from various perspectives. The authors argue that this variety of perspectives suggests a variety of access to PCK and prior experiences as students of mathematics.
Updated: Feb. 11, 2018
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Updated: Feb. 08, 2018