The Challenge to Situate Digital Learning Technologies in Preservice Teacher Mathematics Education
Susan McDonald, Australian Catholic University, Australia
CITE Journal Volume 12, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The nature of the instruction and the assessment in the final mathematics unit of the bachelor of education program were changed. Despite being tagged as “tech-savvy,” preservice students use digital technologies primarily for social networking and information retrieval. These uses of digital technologies do not guarantee any facility for their utilization as learning technologies, which may result in early career teachers being unprepared to enact the effective use of expensive equipment in schools. The provision of a communal constructivism environment supported student learning as they met the challenges of creating interactive digital applications to teach a mathematical concept to their peers. This paper is likely to be of interest to mathematics educators who are trying to steer preservice teachers away from “worksheet maths” as well as other preservice teacher educators who wish to incorporate digital technologies into their content and methodology units.
McDonald, S. (2012). The Challenge to Situate Digital Learning Technologies in Preservice Teacher Mathematics Education. Contemporary Issues in Technology and Teacher Education, 12(4), 355-368. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/40583/.
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Gregory Chamblee, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2484–2489
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