TPCK for
teaching with technology means that as teachers think about particular mathematics concepts, they are concurrently considering how they might teach the important ideas embodied in the mathematical concepts in such a way that the technology places the concept in a form understandable by their students.
Not exact matches
Our approach puts learning and
teaching at the center,
with technology as the
means, not the mission.
With approximately 95 % of the population benefiting from learning through auditory and visual means, and 65 % of that being visual, it's never been more important for teaching to develop with the rise in technol
With approximately 95 % of the population benefiting from learning through auditory and visual
means, and 65 % of that being visual, it's never been more important for
teaching to develop
with the rise in technol
with the rise in
technology.
Deklotz sees the digital tools as a
means to an end: «
With the
technology we now have available, there's absolutely no reason to
teach to the middle.»
But for
technology to become an integral component or tool for learning the subject, teachers must also develop «an overarching conception of their subject matter
with respect to
technology and what it
means to
teach with technology —
technology pedagogical content knowledge (TPCK)» (Niess, 2005, p. 510).
With the rollout of ultra-fast broadband to schools across New Zealand, the School Network Update Project, and increasing numbers of BYOD programmes and other classroom
technology schemes, digital tools are becoming prevalent in the classroom, but
technology alone does not
mean better
teaching and learning.
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