Title

Integrating Technology, Pedagogy and Content in Mathematics Education

Document Type

Article

Publication Date

2012

Abstract

The need for appraising the effective integration of technologies into teaching and learning within a disciplinary context is crucial for upholding quality teaching standards in schools and formulating professional development programs. This paper describes the development and validation of an instrument aimed at characterising the integration of technological knowledge in secondary school mathematics teachers. The Technological Pedagogical Content Knowledge (TPACK) framework is used to underpin the development and validation of the questionnaire. The questionnaire consisting of three 10-item scales was administered to a sample of 280 teachers across the state of New South Wales, Australia. The factor analysis undertaken confirms the structurally soundness of the instrument in terms of validity and reliability.

Comments

Due to copyright restrictions the publisher's version/PDF of this article is unavailable for download.

Staff and Students of the University of Notre Dame Australia may access the Journal of Computers in Mathematics and Science Teaching from the University Library databases.

This article may be accessed from the publisher here

The Journal of Computers in Mathematics and Science Teaching may be accessed from the National Library of Australia here

The Author:

Dr Boris Handal


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