Version 2 2024-06-13, 09:01Version 2 2024-06-13, 09:01
Version 1 2015-02-02, 14:09Version 1 2015-02-02, 14:09
journal contribution
posted on 2024-06-13, 09:01authored byEYK Loong
Whilst the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers’ use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This paper analyses qualitatively the TPACK demonstrated by the teacher of a Year 11class who used web-based simulated contexts and interactive web objects in a Mathematics Studies course. The findings indicate aspects of TPK relating to academic
learning time and the transformational mode of the technology were not fully realised in this case study. The implications these has for teacher professional development are discussed.
History
Journal
Indonesian Mathematical Society journal on mathematics education
Volume
5
Pagination
108-126
Location
Palembang, Indonesia
ISSN
2087-8885
eISSN
2407-0610
Language
English
Publication classification
C1 Refereed article in a scholarly journal, C Journal article