Integrating technology into mathematics teaching: A TPACK (Technological, Pedagogical, Content knowledge) - based course design for college students (Research Perspectives and Best Practices in Educational Technology Integration)
Yazarlar (2)
Prof. Dr. Lütfi İNCİKABI Kastamonu Üniversitesi, Türkiye
Prof. Dr. Hatice Sancar Tokmak Mersin Üniversitesi, Türkiye
| Bölüm Adı | Integrating technology into mathematics teaching: A TPACK (Technological, Pedagogical, Content knowledge) - based course design for college students | ||
| Kitap Adı | Research Perspectives and Best Practices in Educational Technology Integration | ||
| Bölüm Sayfaları | 288-303 | ||
| Kitap Türü | Kitap Bölümü | ||
| Kitap Alt Türü | Alanında uluslararası yayınlanan kitap bölümü | ||
| Kitap Niteliği | Web of Science Core Collection indeksinde taranan bilimsel kitap | ||
| Kitap Dili | İngilizce | Basım Tarihi | 01-2013 |
| DOI Numarası | 10.4018/978-1-4666-2988-2.ch015 | ISBN | 9781466629882 |
| Basıldığı Ülke | Amerika Birleşik Devletleri | Basıldığı Şehir | Pa |
| Özet |
| The relationships between content, pedagogy, and technology are important for teaching, yet complex for teachers. The idea of technological, pedagogical, and content knowledge (TPACK) has emerged in the educational technology field as a framework to explain the complexity of technology integration. In contrast to a simple view of technology, TPACK framework emphasizes the connections, interactions, affordances, and constraints of content, pedagogy, and technology. TPACK framework presents a way of thinking about effective technology integration. The preparation of teachers for effective technology integration to instruction appears to be a key component of almost every improvement plan for education and educational reform programs. This chapter provides a course design example for teacher educators about how to give pre-service teachers experience integrating technology with their instructions … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 2 |
| Scopus | 4 |
| Google Scholar | 9 |