Approaches to In-Service Teacher Development in England and Wales Concerning the Use of Technology in Secondary Mathematics

Autor/in	Clark-Wilson, Alison
Titel	Approaches to In-Service Teacher Development in England and Wales Concerning the Use of Technology in Secondary Mathematics
Quelle	In: Teaching Mathematics and Its Applications: An International Journal of the IMA, 28 (2009) 4, S.208-211 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrp018
Schlagwörter	Pilot Projects; Foreign Countries; Educational Technology; Teacher Educators; Teaching Methods; Inservice Teacher Education; Educational Policy; Government Role; Best Practices; Program Descriptions; Mathematics Instruction; Mathematics Teachers; Mathematics Education; Secondary School Mathematics; Technology Integration; Handheld Devices; Graphing Calculators; Instructional Effectiveness; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Ausland; Unterrichtsmedien; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Politics of education; Bildungspolitik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Grafischer Taschenrechner; Unterrichtserfolg
Abstract	In England and Wales, there has been a significant investment in technology to support teaching and learning in all subjects and school phases since the mid-1990s and a number of training models and approaches have been used, which include the development of online materials to support face-to-face sessions with expert teacher educator support. This article will briefly critique a previous government-funded project, the "Practical Support Pack", contrasting its approach with that adopted by the TI-Nspire English Pilot Project (2007-2008). It will finish by considering dissemination approaches to widen the knowledge of exemplar approaches to teaching and learning mathematics using technology as teacher development activities themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10