Transformations of Teaching and Learning Through Digital Technologies

View/ Open
File version
Accepted Manuscript (AM)
Author(s)
Geiger, V
Calder, N
Tan, H
Loong, E
Miller, J
Larkin, K
Griffith University Author(s)
Year published
2016
Metadata
Show full item recordAbstract
This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey’s (Pierce and Stacey, Int J Comput Math Learn 15(1):1–20 2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, ...
View more >This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey’s (Pierce and Stacey, Int J Comput Math Learn 15(1):1–20 2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, and subject. A discussion of future directions for research into technology enhanced mathematics education concludes the review.
View less >
View more >This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey’s (Pierce and Stacey, Int J Comput Math Learn 15(1):1–20 2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, and subject. A discussion of future directions for research into technology enhanced mathematics education concludes the review.
View less >
Book Title
Research in Mathematics Education in Australasia 2012-2015
Copyright Statement
© 2016 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
Subject
Mathematics and numeracy curriculum and pedagogy