Technology in the Mathematic's Classroom: A Teacher Candidate's Perspective
Christian Cruze, Kathryn Shafer, Ball State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This article documents the author’s (a teacher candidate) shift in beliefs in regard to the use of technology in mathematics education. The author’s Technological, Pedagogical, and Content Knowledge, or TPACK, developed as a result of three components in a course on technology in secondary mathematics. The components were course readings, reflections on those readings, and contextual examples from in-service teachers, which introduced the author to the importance and role of technology as a tool for enriching and developing students’ mathematical understanding. The paper discusses factors that influence technology use, including practical applications of technology and possible complications that could arise from a misuse of technology, and provides suggestions on how teachers, both current and future, can develop their own TPACK for the benefit of their students.
Cruze, C. & Shafer, K. (2011). Technology in the Mathematic's Classroom: A Teacher Candidate's Perspective. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4312-4318). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).