Teacher Perceptions of Technological Knowledge and Pedagogy in Mathematics Instruction in a Northeast State

Autor/in	Antonelli, Sabrina
Titel	Teacher Perceptions of Technological Knowledge and Pedagogy in Mathematics Instruction in a Northeast State
Quelle	(2019), (206 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Johnson & Wales University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-0595-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Technological Literacy; Pedagogical Content Knowledge; Mathematics Instruction; Elementary School Teachers; Technology Integration; Problem Solving; Teaching Experience; Sex; Age + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Geschlecht; Geschlechtsverkehr; Alter; Lebensalter
Abstract	Educators are now charged with instructing students who are growing up in a digital environment (Hsin, Li & Tsai, 2014). Students need access to 21st century learning environments that incorporates technology use, especially in mathematics (Darling-Hammond, Wilhoit & Pittenger, 2014). Unfortunately studies show that technology integration is happening least in mathematics compared to other subject areas (Howard, Chan, & Caputi, 2015a; Howard, Chan, Mozejko & Caputi, 2015b; Howard, Chan, and Caputi, 2014). Moeller and Reitzes (2011) found that according to a National Center for Education Statistics study, only 23% of K-12 teachers feel prepared to integrate technology into instruction. The purpose of this sequential explanatory mixed methods study was to investigate and explore teacher perceptions regarding technology knowledge, content knowledge, pedagogy, and preparedness to implement technology integration in mathematics instruction in elementary teachers in an urban ring district in a northeast state. This study addressed the following research questions: 1. How do elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the following components of the Technological Pedagogical and Content Knowledge (TPACK) framework: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), technological pedagogical content knowledge (TPACK), and models of TPACK related to preparedness? 2. Is there a significant difference in how elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the components of the Technological Pedagogical and Content Knowledge (TPACK) framework by the following demographics: gender, age and years of teaching experience? 3. How do elementary teachers describe their perceived technology knowledge, content knowledge, pedagogical knowledge, and preparedness to implement technology integration as they relate to mathematics instruction? The major themes that emerged from this study included limited teacher mathematics knowledge because mathematics instruction and expectations for understanding are different today than in the past; and teachers did not feel like they were supported or prepared well to integrate technology into mathematics instruction. Administration and teacher educators may benefit from knowing teachers feel a need to be supported in mathematics conceptual knowledge, problem solving and technology integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01