Pedagogical practices with digital technologies : pre-service and practicing teachers Vale, Colleen 2007, Pedagogical practices with digital technologies : pre-service and practicing teachers, in Mathematics : essential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, Adelaide, S. Aust., pp. 727-734. Attached Files Name Description MIMEType Size Downloads vale-pedagogicalpractices-2007.pdf Published version application/pdf 105.97KB 98 Title Pedagogical practices with digital technologies : pre-service and practicing teachers Author(s) Vale, Colleen orcid.org/0000-0002-9070-7071 Conference name Mathematics Education Research Group of Australasia. Conference (30th : 2007 : Hobart, Tas.) Conference location Hobart, Tas. Conference dates 2-6 Jul. 2007 Title of proceedings Mathematics : essential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia Editor(s) Watson, Jane M. Beswick, Kim Publication date 2007 Conference series Mathematics Education Research Group of Australasia. Conference Start page 727 End page 734 Total pages 8 Publisher Mathematics Education Research Group of Australasia Place of publication Adelaide, S. Aust. Keyword(s) educational technology mathematics teachers mathematics teaching secondary school mathematics student teachers teaching methods secondary education digital technology Summary In this paper the pedagogical practices of practising teachers and pre- service teachers when using digital technologies are described and compared. Data were collected by observation of presentations about using digital technology in mathematics by teachers and pre-service teachers and practising teachers were interviewed. Teachers generally used pedagogical approaches involving student-centred activity whereas pre-service teachers were more likely to use technology to teach concepts by demonstration and were not inclined to use the more student- centred approaches, though many used guided tasks. The study enabled some analysis and reflection upon the promoted action in the learning environments of pre-service teachers. Notes Reproduced with the kind permission of the copyright owner. ISBN 192084614X 9781920846145 Language eng Field of Research 139999 Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E1.1 Full written paper - refereed Copyright notice ©2007, MERGA Inc Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30044044 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Thu, 05 Apr 2012, 14:38:35 EST Tue, 10 Jul 2012, 15:54:33 EST Tue, 10 Jul 2012, 15:57:41 EST Thu, 12 Jul 2012, 12:27:33 EST Tue, 28 Jan 2014, 13:32:47 EST Thu, 17 Jul 2014, 08:43:33 EST Tue, 06 Sep 2016, 18:35:35 EST Tue, 05 Dec 2017, 12:30:37 EST Fri, 07 Sep 2018, 15:49:57 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 373 Abstract Views, 98 File Downloads  -  Detailed Statistics Created: Thu, 05 Apr 2012, 14:38:35 EST