Developing TPACK through task design: exploring the use of multiple modes of representation and the promotion of mathematical processes
Journal of Education for Teaching International Research and Pedagogy,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 18
Published: Oct. 29, 2024
This
research
considers
the
need
to
train
teachers
who
can
effectively
integrate
technology
for
teaching
and
learning
mathematics.
The
primary
goal
of
this
is
showcase
a
successful
training
experience
by
identifying
describing
some
indicators
technological
pedagogical
content
knowledge
acquired
pre-service
early
childhood
education
during
their
participation
in
initial
programme.
Specifically,
we
focus
on
different
ways
representing
mathematical
concepts
processes
that
be
activated
including
such
modes
representation.
participants
were
28
PECTs,
organised
into
groups
planned
set
tasks
using
teach
geometric
concepts.
results
show
employed
variety
representation,
translations
transformations
(connections),
fostering
emergence
processes.
Thus,
our
proposal
was
satisfactory
sense,
suggesting
its
potential
applicability
across
diverse
subjects,
particularly
those
which
play
relevant
role.
Also,
analysis
conducted
may
extrapolated
subjects
others
than
Language: Английский
Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania
Educational Technology Quarterly,
Journal Year:
2024,
Volume and Issue:
2024(4), P. 434 - 455
Published: Dec. 20, 2024
This
study
aimed
to
explore
college
tutors'
perspectives
on
the
integration
of
information
and
communication
technology
(ICT)
in
teaching
pre-service
early-grade
teachers
teacher
colleges
Tanzania.
The
was
guided
by
two
research
objectives:
(1)
investigate
professional
learning
support
tutors
receive
(2)
examine
factors
impeding
ICT
early
childhood
classroom.
purposive
sampling
technique
employed
four
principals,
while
convenience
used
sample
41
who
participated
this
study.
A
collective
case
design
participants'
deployment
their
daily
teaching.
Data
collected
from
participants
were
thematically
analysed.
findings
show
that
majority
had
limited
regular
training
opportunities
revealed
several
hindering
integrating
teaching,
including
technological
resources,
lack
technical
support,
unreliable
internet,
absence
guides,
insufficient
digital
security
knowledge,
familiarity
with
management
systems,
low
competence,
outdated
devices.
study,
therefore,
concludes
inadequate
among
exacerbates
acquisition
necessary
literacy
skills
teachers.
In
regard,
recommends
government
engage
use
classroom
practices.
Furthermore,
tools
devices
should
be
available
for
utilise
instructional
practices
Language: Английский