Enriching TPACK in Mathematics Education: Using Digital Interactive Notebooks in Synchronous Online Learning Environments

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Autor/inn/en	Galanti, Terrie McLaughlin; Baker, Courtney Katharine; Morrow-Leong, Kimberly; Kraft, Tammy
Titel	Enriching TPACK in Mathematics Education: Using Digital Interactive Notebooks in Synchronous Online Learning Environments
Quelle	In: Interactive Technology and Smart Education, 18 (2021) 3, S.345-361 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-08-2020-0175
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Mathematics Instruction; Educational Change; COVID-19; Pandemics; Distance Education; College Faculty; Graduate Students; Online Courses; Geometry; Measurement; Summative Evaluation; Inservice Teacher Education; Technology Integration; Educational Technology; Teacher Attitudes; Teacher Surveys; Classification; Student Centered Learning; Virtual Classrooms; Blended Learning; Synchronous Communication; Outcomes of Education; Preschool Teachers; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Bildungsreform; Distance study; Distance learning; Fernunterricht; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Geometrie; Messverfahren; Lehrerfortbildung; Unterrichtsmedien; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented. Design/methodology/approach: The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course. Findings: Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms. Originality/value: The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers' experiences as learners increased their TPACK knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01