{"title":"调查未来教师在ipad上创建视频课程时的TPACK和他们对数学动作技术的使用。","authors":"Fernanda Cesar Bonafini, Younhee Lee","doi":"10.1007/s11528-020-00578-1","DOIUrl":null,"url":null,"abstract":"<p><p>The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s11528-020-00578-1.</p>","PeriodicalId":47534,"journal":{"name":"TechTrends","volume":"65 3","pages":"303-319"},"PeriodicalIF":3.8000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11528-020-00578-1","citationCount":"12","resultStr":"{\"title\":\"Investigating Prospective Teachers' TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads.\",\"authors\":\"Fernanda Cesar Bonafini, Younhee Lee\",\"doi\":\"10.1007/s11528-020-00578-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s11528-020-00578-1.</p>\",\"PeriodicalId\":47534,\"journal\":{\"name\":\"TechTrends\",\"volume\":\"65 3\",\"pages\":\"303-319\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1007/s11528-020-00578-1\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"TechTrends\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s11528-020-00578-1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2021/1/16 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"TechTrends","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11528-020-00578-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2021/1/16 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Investigating Prospective Teachers' TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads.
The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.
Supplementary information: The online version contains supplementary material available at 10.1007/s11528-020-00578-1.
期刊介绍：
TechTrendsis a leading publication for professionals in the educational communication and technology field. As such its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of educational technology principles and techniques to instructional programs, corporate and military training, and any other kinds of information that can contribute to the advancement of knowledge of practice in the field, to provide a means by which practictioners can be kept current on the latest developments in the design, manufacture, and use of communications materials and devices; and to provide a vehicle for communication among the members of AECT to share information.
TechTrends considers manuscripts of the following types:Reports of innovative and/or exemplary practice. General articles discussing matters of concern to practitioners. Critical reviews of important literature, materials, and devices related to the field. Summaries of research translated into practical application. Reports of developmental programs and trends of national and international significance. News of the latest products, both materials and devices, for use in the field. Articles of use to managers and various specializations within the general educational communications and technology field.TechTrends is a peer-reviewed publication, and submitted manuscripts are reviewed without bias by a panel of consulting editors and other professionals with expertise in the topics TechTrendsis a leading publication for professionals in the educational communication and technology field. As such its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of e ducational technology principles and techniques to instructional programs, corporate and military training, and any other kinds of information that can contribute to the advancement of knowledge of practice in the field, to provide a means by which practictioners can be kept current on the latest developments in the design, manufacture, and use of communications materials and devices; and to provide a vehicle for communication among the members of AECT to share information.
TechTrends considers manuscripts of the following types:Reports of innovative and/or exemplary practice. General articles discussing matters of concern to practitioners. Critical reviews of important literature, materials, and devices related to the field. Summaries of research translated into practical application. Reports of developmental programs and trends of national and international significance. News of the latest products, both materials and devices, for use in the field. Articles of use to managers and various specializations within the general educational communications and technology field.TechTrends is a peer-reviewed publication, and submitted manuscripts are reviewed without bias by a panel of consulting editors and other professionals with expertise in the topics
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