Niess et al (2009, p. 18-19) presented a theoretical integration of TPACK in Mathematics teaching/learning, "Mathematics TPACK", organized, with similarity to that proposed by AMTE Technology Committee (2009), in around four areas:
1- Designing and developing digital-age learning environments and experiences – Teachers design and develop authentic learning environments and experiences incorporating appropriate digital-age tools and resources to maximize mathematical learning in context.
2- Teaching, learning and the Mathematics curriculum – Teachers implement curriculum plans that include methods and strategies for applying appropriate technologies to maximize student learning and creativity in Mathematics.
3- Assessment and evaluation – Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
4- Productivity and professional practice – Teachers use technology to enhance their productivity and professional practice.
Do mathematics teachers really integrate technology in their lessons?
Is it easy?
Hi Patricia.
a question? as define integrate ICT?. I ask the question to frame my answer, people generally do simil between use and integrate.
And I tell you this has been my experience, I work in a department of mathematics and has long had problems of use and integration of ICT.
When a teacher designs a lesson, first thinks about the technology he wants to use and only after the focus/mathematic content or the opposite?
Should we build up a class around technology or around content?
Teachers should have knowledge about the content they want to teach, specific objectives delineated and think the way they can achieve it, what are the resources to use with the classroom.
according to me, the teacher builds its curriculum based on planning to take. Then you should analyze technological tool (software and / or hardware),
I think that if class is built around technology, the focus of education is transformed. Try to favor the technology and not the content itself.
The mathematics teacher must be an expert in the discipline, but not necessarily in technology.
in University of Seville, exist a support center to development of technology, with this, the teacher request the center, learning objects for use with ICT. i think is a good practice.
aim at our university about the same, but at a much lower level, showing what each teacher to use ICT in the classroom.
There are still people who believe that mathematics and physics (for example) are subjects that technology does not make sense, just some use of communication or content repository.
The impact of educational technology varies greatly, since the quality of ICT use is not directly related to the technology itself, but with how this technology is applied by the teacher in classroom’s context, after a careful selection of learning activities that fit with specific objectives and content. Several projects have been undertaken to
equip the Portuguese public schools like cheap computers for students and teachers, broadband access to the Internet, liberalization of educational software, greatly improving access to ICT for all. However, most of these projects were based only on providing technologies, ignoring the professional development of teachers. Thus, this
provision of technological tools brought no big impact on the educational success of our schools. It is urgent to work with teachers so that they can teach its subjects with ICT. But how to help teachers integrate efficiently technology into their lessons? The answer to this question is quite complex, the TPACK emerging as a theoretical framework that intends to position itself as a possible explanation, focusing not on the pedagogy, technology or content itself but in the interaction of these three components set.
TPACK is not only using technology in school, teachers should know how to integrate these technological tools to specific context and detailed goals, remarking the difference between subjects and applying the most appropriated pedagogies for that subject matter and these technologies.
TPACK is more complex then it seems!
Teachers need to share positive experiences with technology integration in Mathematics subjects.
I addressed this issue in a publication in Computers in the Schools. I have included the link here. In this article we concern ourselves with TPACK in a higher education mathematics course. This is the link to the article - http://www.tandfonline.com/doi/abs/10.1080/07380569.2012.651424
Thank you for your contribution.
I will read your paper with attention.
Best regards.
Portuguese schools are being equipped with the best of educational technology.
Every classroom has computer and video projector. Most of schoolrooms have interactive whiteboards. In secondary, students use scientific calculators and in high school students have graphic calculators. All Portuguese schools have broadband internet and Wi-Fi for students and teachers.
But, is there a real change in mathematics teachers practice?
Several studies are being carried about this subject and are not as positive as we could expect.
It’s very import but not enough to technologically furnish schools.
Professional development is essential. Teachers need to share different experiences about good practices.
TPACK can be developed if everyone contributes.
Teachers need to have free access to educational technology, understand it can work with some subjects and specific goals, try it with students, undertake training to learn how to better integrate this technology with mathematical activities, share experiences with other colleagues, evaluate results, produce and change tasks, get feedback from students, share experiences again with other teachers, …, in a continuous way, understand the best way to teach a subject, with a specific goal, using a specific technology, tested before, so that the subject can be better understood by students.
This is a way to develop TPACK.
I see technology as just another tool in my tool kit for teaching. I think it's really important to begin with the mathematical objective of the lesson, then consider the learners and any prior knowledge they may bring to the lesson, then I look at my tool kit and select the appropriate tool. This tool might be a CAS calculator or IWB interactive or iPad app or physical manipulatives or virtual manipulatives. The list goes on and on. I might ask them to use physical manipulatives, take a photo, import into Explain Everything on the iPad and annotate their photo to demonstrate their learning ........
Hola, la tecnología afecta la práctcia del profesor de matemáticas, pero el foco son las matemáticas y la tecnología se incorpora si aporta "algo". Un sistema de calculo simbólico (CAS, geogebra) es una herramienta (tool) que permite aligerar los cálculos y puede convertirse en herramienta de exploración matemática (Trouche, 2005). Creo que TPACK es una idea teórica, proviene de TPCK, en la que C es el foco (en español decimos el sustantivo) y TP son aspectos que afectan al C (en español son adjetivos del sustantivo).
TPACK or “Technological Pedagogical Content Knowledge” is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment. Pedagogical content knowledge is knowledge (PCK) about how to combine pedagogy and content effectively. This is the knowledge about how to make a subject understandable to learners. PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom. Therefore, before we conceive T, the “Technology”, we must first decide the “Content” and then the “Content Knowledge”. Content must be decided from the requirements of the target students. Once that is decided, one should plan the presentation scheme. At this stage the teacher should also take into account the capabilities of the available technology. It is obvious that we want to use technology for improvement and not for adding glamour to the presentation. Since a digital computer can do mathematical calculation very fast and can perform high speed searching, possibly we can address the misconception issues efficiently using this technology. Therefore I would suggest the planning and design of the required presentation should go hand in hand so that feedback from the design process can suggest the necessary correction in the planning of the presentation scheme.
I think math teachers need to be trained to integrate technology in their classrooms. Also, they need support in order for them to develop the tpack and learn more about how to use technology to teach math .
Mathematics is an interdisciplinary subject. So, it needs to make it simple, understandable, interesting with touchable, seen-able, readable. Remove the unnecessary anxiety of mathematics. Also, we need to chance for students to express students own views on mathematics.
By linking mathematics and activities to the student's environment.
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