Examining Elementary School Teachers' Integration of Technology and Enactment of TPACK in Mathematics

Autor/inn/en	Urbina, Angela; Polly, Drew
Titel	Examining Elementary School Teachers' Integration of Technology and Enactment of TPACK in Mathematics
Quelle	In: International Journal of Information and Learning Technology, 34 (2017) 5, S.439-451 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-06-2017-0054
Schlagwörter	Elementary School Teachers; Technology Integration; Pedagogical Content Knowledge; Technological Literacy; Mathematics Instruction; Technology Uses in Education; Grade 3; Elementary School Mathematics; Mathematical Concepts; Qualitative Research; Observation; Educational Technology; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Technisches Wissen; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Qualitative Forschung; Beobachtung; Unterrichtsmedien
Abstract	Purpose: The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt that technology supported students' mathematics learning and prepared them for their future where technology was important. However, observations indicated that despite teaching in one-to-one environments, students only used technology on rare occasions or if they finished activities early. Further, these technology-based activities were low-level review of mathematics computations. Implications include the need to provide effective support to teachers about integrating technology in meaningful ways. Design/methodology/approach: This study involved classroom observations of two-third grade teachers. Findings: Findings indicate that teachers used Chromebooks in one-to-one classrooms to provide students with extra practice on computational skills. Research limitations/implications: There is a need for future studies to look at teachers' use of technology and its influence on student learning. Practical implications: Teacher education programs and school leaders should provide opportunities for current and future teachers to learn about technology with content specific examples. Originality/value: This study provided an examination of all of the third grade teachers in a school who all were teaching mathematics in one-to-one classroom environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01