A Framework for Teachers' Evaluation of Digital Instructional Materials: Integrating Mathematics Teaching Practices with Technology Use in K-8 Classrooms

Autor/inn/en	Thomas, Amanda; Edson, Alden J.
Titel	A Framework for Teachers' Evaluation of Digital Instructional Materials: Integrating Mathematics Teaching Practices with Technology Use in K-8 Classrooms
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 19 (2019) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Technology; Technology Uses in Education; Instructional Materials; Mathematics Instruction; Teaching Methods; Technology Integration; Middle School Teachers; Middle School Mathematics; Elementary School Teachers; Elementary School Mathematics; Teacher Effectiveness; Teacher Evaluation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrmaterial; Lehrmittel; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	The study explored the evaluation of digital instructional materials (DIMs) by K-8 teachers of mathematics, positing that a useful perspective for evaluating DIMs by K-8 teachers of mathematics is considering how technology integrates with research-based practices for teaching mathematics. This paper describes the study that drew on the documentational approach of didactics and reports on analyses of teacher-generated frameworks that encompass research-informed mathematics teaching practices combined with three levels of technology integration. Analyses revealed several themes in how technology could transform effective mathematics teaching practices: (a) from one-size fits all toward differentiating for student needs, (b) from static displays toward dynamic representations, and (c) from teacher-centered toward student-centered practices. The framework and themes offer opportunities for mathematics teacher educators to support teachers in making technology integration choices that positively impact pedagogy. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01