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dc.contributor.authorHandal, Boris
dc.contributor.authorCampbell, Chris
dc.contributor.authorCavanagh, Michael
dc.contributor.authorPetocz, Peter
dc.contributor.authorKelly, Nick
dc.date.accessioned2017-11-17T04:22:59Z
dc.date.available2017-11-17T04:22:59Z
dc.date.issued2013
dc.identifier.issn1528-5804
dc.identifier.urihttp://hdl.handle.net/10072/172592
dc.description.abstractThe integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The instrument consisted of three major theoretically based constructs: technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK). Results indicated that PowerPoint and Excel constitute the two TCK modal technological capabilities while TPK scores revealed teachers' lower capacity to deal with the general information and communications technologies goals across the curriculum, such as creating digital assessment formats. TPCK-M scores seem to suggest a healthy standard in teachers' technological skills across a variety of mathematics education goals. However, the magnitude of such influence in practice needs to be further ascertained, given that the study identified a number of instructional, curricular, and organizational factors seriously inhibiting the integration of technology into teaching and learning. In general, to take advantage of more novel learning technologies, teachers need to be trained in working with online tools (webquests, wikis), mobile learning, and interactive whiteboards and in authoring digital learning resources.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAssociation for the Advancement of Computing in Education (AACE)
dc.publisher.urihttp://www.citejournal.org/volume-13/issue-1-13/mathematics/technological-pedagogical-content-knowledge-of-secondary-mathematics-teachers
dc.relation.ispartofpagefrom22
dc.relation.ispartofpageto40
dc.relation.ispartofissue1
dc.relation.ispartofjournalContemporary Issues in Technology and Teacher Education
dc.relation.ispartofvolume13
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1303
dc.titleTechnological pedagogical content knowledge of secondary mathematics teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorCampbell, Chris


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