Technological pedagogical content knowledge of secondary mathematics teachers

Article


Handal, Boris, Campbell, Chris, Cavanagh, Michael, Petocz, Peter and Kelly, Nick. 2013. "Technological pedagogical content knowledge of secondary mathematics teachers." Contemporary Issues in Technology and Teacher Education. 13 (1), pp. 22-40.
Article Title

Technological pedagogical content knowledge of secondary mathematics teachers

ERA Journal ID20293
Article CategoryArticle
AuthorsHandal, Boris (Author), Campbell, Chris (Author), Cavanagh, Michael (Author), Petocz, Peter (Author) and Kelly, Nick (Author)
Journal TitleContemporary Issues in Technology and Teacher Education
Journal Citation13 (1), pp. 22-40
Number of Pages19
Year2013
Place of PublicationChesapeake, VA. United States
ISSN1528-5804
Web Address (URL)http://www.editlib.org/p/40713
Abstract

The 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.

KeywordsTPACK; secondary teacher; mathematics
ANZSRC Field of Research 2020390405. Educational technology and computing
461005. Informetrics
390409. Learning sciences
Public Notes

This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Open access journal.

Byline AffiliationsUniversity of Notre Dame Australia
University of Queensland
Macquarie University
University of Sydney
Institution of OriginUniversity of Southern Queensland
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