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Reflections on a Course Designed to Encourage Technology Integration in Secondary School Mathematics

Reflections on a Course Designed to Encourage Technology Integration in Secondary School Mathematics
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Author(s): Gladis Kersaint (University of South Florida, USA)
Copyright: 2010
Pages: 18
Source title: Technology Implementation and Teacher Education: Reflective Models
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joseph C. Kush (Duquesne University, USA), Ron Lombard (Chatham University, USA) and C. Jay Hertzog (Slippery Rock University, USA)
DOI: 10.4018/978-1-61520-897-5.ch016

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Abstract

Mathematics education is used as a context to demonstrate the types of learning experiences that can be provided to preservice secondary mathematics teachers as part of a teacher education program to encourage technology integration. Specifically, the author reflects on the design, development, and implementation of a mathematics-specific technology course and considers the extent to which this course provides prospective teachers experiences to achieve the goals identified in the Mathematics TPACK (Technological Pedagogical Content Knowledge) Framework developed by the Association of Mathematics Teacher Educators. In its current form, the course addresses most of the identified guidelines; however, after reflecting on the extent to which this course might satisfy all of the indicators, the author concludes that a single course on technology integration is not sufficient. Technology integration should be considered a programmatic teacher education goal across multiple courses, both content and pedagogy.

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