Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

Autor/inn/en	Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick
Titel	Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 13 (2013) 1, S.22-40 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Foreign Countries; Mathematics Teachers; Mathematics Education; Secondary Education; Measures (Individuals); Pedagogical Content Knowledge; Educational Technology; Knowledge Level; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Sekundarbereich; Messdaten; Pädagogische Kompetenz; Unterrichtsmedien; Wissensbasis; Australien
Abstract	The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The instrument consisted of three major theoretically based constructs: technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK). Results indicated that PowerPoint and Excel constitute the two TCK modal technological capabilities while TPK scores revealed teachers' lower capacity to deal with the general information and communications technologies goals across the curriculum, such as creating digital assessment formats. TPCK-M scores seem to suggest a healthy standard in teachers' technological skills across a variety of mathematics education goals. However, the magnitude of such influence in practice needs to be further ascertained, given that the study identified a number of instructional, curricular, and organizational factors seriously inhibiting the integration of technology into teaching and learning. In general, to take advantage of more novel learning technologies, teachers need to be trained in working with online tools (webquests, wikis), mobile learning, and interactive whiteboards and in authoring digital learning resources. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10