Literaturnachweis - Detailanzeige
Autor/inn/en | Agyei, Douglas D.; Voogt, Joke M. |
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Titel | Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course |
Quelle | In: Technology, Pedagogy and Education, 24 (2015) 5, S.605-625 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1475-939X |
DOI | 10.1080/1475939X.2015.1096822 |
Schlagwörter | Technological Literacy; Pedagogical Content Knowledge; Teacher Competencies; Spreadsheets; Technology Integration; Educational Technology; Mathematics Instruction; Preservice Teachers; Foreign Countries; Lesson Plans; Observation; Student Attitudes; Teamwork; Secondary School Mathematics; Scoring Rubrics; Student Surveys; Questionnaires; Likert Scales; Statistical Analysis; Ghana Technisches Wissen; Pädagogische Kompetenz; Lehrkunst; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Ausland; Lesson planning; Unterrichtsplanung; Beobachtung; Schülerverhalten; Scoring formulas; Auswertungsbogen; Schülerbefragung; Fragebogen; Likert-Skala; Statistische Analyse |
Abstract | This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers' technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers' technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers' developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |