Integration of Digital Tools into the Mathematics Classroom: A Challenge for Preparing and Supporting the Teacher

Autores: Hildegard Urban-Woldron
Localización: International Journal for Technology in Mathematics Education, ISSN 1744-2710, Vol. 20, Nº. 3, 2013 (Ejemplar dedicado a: Technology and its Integration into Mathematics Education (TIME 2012)), págs. 115-124
Idioma: inglés
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Resumen
- Research findings about the impact of digital technologies on learning of mathematics in schools suggest that teachers do not yet extensively exploit the potential of educational technologies as they do not feel appropriately prepared. What do teachers need to know about educational technology and how can they acquire this knowledge? These questions have guided the design of a training course addressing the development of Technological Pedagogical Content Knowledge (TPCK). Accordingly to this aim, the course supported practicing teachers with opportunities to develop their individual TPCK, how to understand the use of particular technologies changes both teaching and learning. The study examined how teachers used educational technology to enhance their lesson plans by creating learning opportunities for their students. Findings of the study point to a relationship between quality of lesson plans and intensity of participation in an online-course; the course materials appeared to stimulate teachers to develop their TPCK.