Examining TPACK Enactment in Elementary Mathematics with Various Learning Technologies
Bibliographic Data
| ID | 22048866 |
|---|---|
| Authors | Drew Polly (0000-0003-2370-4409, University of North Carolina at Charlotte, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 10 |
| Pages | 1091 |
| Publication date | 2024-10-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14101091 |
| OpenAlex | W4403229404 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
As schools continue to invest more resources into learning technologies and their infrastructure, there is a need to consider ways to support teachers’ professional learning related to the appropriate uses of learning technologies. The construct of TPACK continues to provide a framework for the field to help make sense of the knowledge and skills related to effectively integrating learning technologies into teaching. The article includes three vignettes that describe research-aligned enactments of TPACK using three different learning technologies: an internet-based activity focused on lower-level fluency, an internet-based simulation/game on budgeting, and an internet-based open-ended tool. The three vignettes suggest that TPACK can be enacted regardless of the learning technologies and that the culture and context of schools greatly influences whether and how teachers integrate technology into their mathematics teaching
Educational technology · Mathematics education · Pedagogy · Technology integration · Computer Science · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Teaching and Learning Programming
Teacher beliefs and technology integration practices
Preparing pre-service teachers to integrate technology in education
Technological Pedagogical Content Knowledge
Teachers’ exposure to professional development and the quality of their instructional technology use
When Problem Solving Followed by Instruction Works
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Preparing beginning teachers for technology integration in education
Professional Development in Integrating Technology Into Teaching and Learning
Preparing teachers to teach science and mathematics with technology
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |