Tpack For Pre Service Science And Mathematics Teachers

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Tpack for Pre-Service Science and Mathematics Teachers

Author : Ayoub Kafyulilo
Publisher : GRIN Verlag
Page : 69 pages
File Size : 46,6 Mb
Release : 2012-05
Category : Education
ISBN : 9783656191926

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Tpack for Pre-Service Science and Mathematics Teachers by Ayoub Kafyulilo Pdf

Scholarly Research Paper from the year 2010 in the subject Pedagogy - The Teacher, Educational Leadership, grade: -, University of Twente, course: Education science, language: English, abstract: This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in pre-service science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it's important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for pre-service teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers' competencies of integrating technology pedagogy and content. To enhance pre-service teachers' competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers' competency in working with technology in a real classroom situation. It is therefore concluded that implementation

TPACK for Pre-Service Science and Mathematics Teachers

Author : Ayoub C. Kafyulilo
Publisher : Unknown
Page : 29 pages
File Size : 50,6 Mb
Release : 2010
Category : Electronic
ISBN : OCLC:1062805238

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TPACK for Pre-Service Science and Mathematics Teachers by Ayoub C. Kafyulilo Pdf

This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in pre-service science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it's important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for pre-service teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers' competencies of integrating technology pedagogy and content. To enhance pre-service teachers' competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers' competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities. (Contains 3 tables and 2 figures.

TPACK for Pre-service Science and Mathematics Teachers

Author : Ayoub Kafyulilo
Publisher : GRIN Verlag
Page : 32 pages
File Size : 46,7 Mb
Release : 2012-05-14
Category : Education
ISBN : 9783656190486

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TPACK for Pre-service Science and Mathematics Teachers by Ayoub Kafyulilo Pdf

Research Paper (undergraduate) from the year 2010 in the subject Pedagogy - The Teacher, Educational Leadership, University of Twente , course: Education science, language: English, abstract: This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in pre-service science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it’s important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for pre-service teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers’ competencies of integrating technology pedagogy and content. To enhance pre-service teachers’ competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers’ competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities.

Practical Use of ICT in Science and Mathematics Teachers’ Training at DUCE

Author : Ayoub Kafyulilo
Publisher : GRIN Verlag
Page : 64 pages
File Size : 44,6 Mb
Release : 2011-10-04
Category : Computers
ISBN : 9783656020189

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Practical Use of ICT in Science and Mathematics Teachers’ Training at DUCE by Ayoub Kafyulilo Pdf

Master's Thesis from the year 2011 in the subject Computer Science - Didactics, University of Twente (Behavioural Science), course: ICT in science and mathematics - Educational Science and Technology, language: English, abstract: This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers’ ICT integration competencies; practices that can be effective in enhancing pre-service science and mathematics teachers’ competency in integrating technology, pedagogy and content; as well as the impact of those practices in the development of preservice teachers’ technological pedagogical content knowledge. An action research approach was employed in the study, employing the pre and post-intervention assessment of preservice teachers’ knowledge on technology, pedagogy and content. Planed interventions were carried out during the study, to enable preservice teachers to identify areas of weaknesses in their technology integration competencies, and propose alternative approaches for addressing the identified weaknesses. Student questionnaire, instructor interview and observation checklist were used to collect date before, during and after intervention. Researcher’s log book, digital camera and audio recorder were used in recording events and activities taking place during the study. Findings revealed that when preservice teachers engage in hands on activities such as microteaching, lesson design and the opportunity to share their ideas with peers, they easily developed their technological pedagogical content knowledge. An analysis of knowledge change after the intervention, showed a significant difference between pre-intervention and post intervention preservice teachers’ knowledge of TPACK. It is therefore concluded that, the adoption of hands on activities that uses technology and involve teachers in planning of what to teach, how to teach and with what technology to teach, and provision of an opportunity to share this plan with colleagues, can make a significant change in the development of TPACK among preservice teachers.

Lesson Study Research and Practice in Mathematics Education

Author : Lynn C. Hart,Alice S. Alston,Aki Murata
Publisher : Springer Science & Business Media
Page : 293 pages
File Size : 54,8 Mb
Release : 2011-01-11
Category : Education
ISBN : 9789048199419

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Lesson Study Research and Practice in Mathematics Education by Lynn C. Hart,Alice S. Alston,Aki Murata Pdf

Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.

Handbook of Research on TPACK in the Digital Age

Author : Niess, Margaret L.,Gillow-Wiles, Henry,Angeli, Charoula
Publisher : IGI Global
Page : 490 pages
File Size : 43,6 Mb
Release : 2018-11-02
Category : Education
ISBN : 9781522570028

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Handbook of Research on TPACK in the Digital Age by Niess, Margaret L.,Gillow-Wiles, Henry,Angeli, Charoula Pdf

The impact of digital technologies in education has called for teachers to be prepared to facilitate their students’ learning through communication, collaboration, critical thinking, and creativity. In order to create ideal learning environments for their students, teachers must develop a more integrated knowledge for infusing digital technologies as learning tools, a knowledge referred to as TPACK. The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.

Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators

Author : Mary C. Herring,Matthew J. Koehler,Punya Mishra
Publisher : Routledge
Page : 339 pages
File Size : 42,8 Mb
Release : 2016-01-29
Category : Education
ISBN : 9781317675051

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Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators by Mary C. Herring,Matthew J. Koehler,Punya Mishra Pdf

The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.

TPACK: Breakthroughs in Research and Practice

Author : Management Association, Information Resources
Publisher : IGI Global
Page : 573 pages
File Size : 42,9 Mb
Release : 2019-02-01
Category : Education
ISBN : 9781522579199

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TPACK: Breakthroughs in Research and Practice by Management Association, Information Resources Pdf

Educational technologies are becoming commonplace entities in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use due to a lack of training and instruction on how to effectively apply them to the classroom. TPACK: Breakthroughs in Research and Practice is an authoritative reference source for the latest research on the integration of technological knowledge, pedagogical knowledge, and content knowledge in the contexts of K-12 education. Highlighting a range of pertinent topics such as pedagogical strategies, blended learning, and technology integration, this publication is an ideal resource for educators, instructional designers, administrators, academicians, and teacher education programs seeking current findings on the implementation of technology in instructional design.

The Mathematics Teacher in the Digital Era

Author : Alison Clark-Wilson,Ornella Robutti,Nathalie Sinclair
Publisher : Springer Science & Business Media
Page : 419 pages
File Size : 48,8 Mb
Release : 2013-12-08
Category : Education
ISBN : 9789400746381

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The Mathematics Teacher in the Digital Era by Alison Clark-Wilson,Ornella Robutti,Nathalie Sinclair Pdf

This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements

Technological Pedagogical Content Knowledge

Author : Charoula Angeli,Nicos Valanides
Publisher : Springer
Page : 335 pages
File Size : 41,8 Mb
Release : 2014-11-13
Category : Education
ISBN : 9781489980809

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Technological Pedagogical Content Knowledge by Charoula Angeli,Nicos Valanides Pdf

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

Curriculum Landscapes and Trends

Author : Jan van den Akker,Wilmad Kuiper,Uwe Hameyer
Publisher : Springer Science & Business Media
Page : 261 pages
File Size : 42,6 Mb
Release : 2013-06-29
Category : Education
ISBN : 9789401712057

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Curriculum Landscapes and Trends by Jan van den Akker,Wilmad Kuiper,Uwe Hameyer Pdf

Curriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere. This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

Author : Jules Pieters,Joke Voogt,Natalie Pareja Roblin
Publisher : Springer Nature
Page : 425 pages
File Size : 50,5 Mb
Release : 2019-09-19
Category : Education
ISBN : 9783030200626

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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning by Jules Pieters,Joke Voogt,Natalie Pareja Roblin Pdf

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

From PCK to TPACK

Author : Syh-Jong Jang
Publisher : Nova Science Publishers
Page : 0 pages
File Size : 47,8 Mb
Release : 2012
Category : Pedagogical content knowledge
ISBN : 1620811464

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From PCK to TPACK by Syh-Jong Jang Pdf

One criticism of school-based instruction is the use of outdated teaching methods and contents to equip current students for future society. School teachers in the 21st century need to be equipped with professional teacher knowledge, which has been referred to as Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPCK). This implies that teachers have the ability to apply technology into their pedagogical strategies and content representations for teaching specific topics to promote students' learning efficiency. This book discusses four studies related to PCK research and development and also four studies related to TPACK research, development and applications. The principal audiences for this book include all level school teachers, graduate students, academic researchers, and college teachers and scholars.

Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications

Author : Management Association, Information Resources
Publisher : IGI Global
Page : 2240 pages
File Size : 40,8 Mb
Release : 2018-05-04
Category : Education
ISBN : 9781522556329

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Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications by Management Association, Information Resources Pdf

Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.

Information and Communications Technology in STEM Education

Author : Umesh Ramnarain,Mdutshekelwa Ndlovu
Publisher : Taylor & Francis
Page : 247 pages
File Size : 44,9 Mb
Release : 2023-07-21
Category : Education
ISBN : 9781000914924

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Information and Communications Technology in STEM Education by Umesh Ramnarain,Mdutshekelwa Ndlovu Pdf

This timely book presents the latest scholarly research on the integration of Information Communications Technology (ICT) for enhanced STEM education in African schools and universities. Featuring critical discussion and illustration of key data-led arguments, this volume gives a comprehensive picture of the breadth, complexity, and diversity of issues present in different African countries. It highlights a diverse range of topics such as approaches to ICT integration, the use of digital technologies to support inquiry-based learning, teacher development, and contextual issues in ICT integration for STEM education. Chapters feature contributions and shared experiences from prominent science educators and researchers from across African regions, and demonstrate findings and reflections on emerging trends, pedagogical innovations, and research-informed practices on ICT integration in STEM education. Offering cutting-edge research on STEM and digital education in Africa, the book will appeal to researchers, postgraduate students, and scholars in the fields of STEM education, ICT education, digital education, and pedagogy.