Examining and Building Teacher’s Knowledge with Technology: A Case of Enactment and Reflection with Technologically-Active Curriculum Materials
Sarah Hicks, Rockhurst University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
When teachers integrate technology into instruction, more often than not, they construct new knowledge. During field work in a high school mathematics classroom, I found Kate, a fourth year professionally developing teacher, who came to understand more about the mathematics she taught as she utilized new curriculum materials that integrated graphing technology to make sense of the mathematics with her students. I add to the research base on teacher knowledge and technology integration in action (i.e., as secondary teachers teach mathematics lessons in classrooms). As Kate assists her students in making sense of the technologically-active mathematics curriculum with graphing calculators that can display multiple representations, they all construct and deepen their knowledge. Kate’s example illustrates how when a teacher lets students also take some control over the pace and use of the graphing technologies in the classroom, the teacher can learn.
Hicks, S. (2015). Examining and Building Teacher’s Knowledge with Technology: A Case of Enactment and Reflection with Technologically-Active Curriculum Materials. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3195-3202). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/150445/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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