Understanding the use of Technological Tools (iPads) teaching a specific mathematics topic through the PCK-EC model – Case study

ID: 52433 Type: Brief Paper
  1. Mercy Pena-Morales, Universidad Surcolombiana, Colombia
  2. Timothy Pelton and Leslee Francis-Pelton, University of Victoria, Canada

Tuesday, March 27 4:55 PM-5:15 PM

No presider for this session.

The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model was used to describe a teacher’s pedagogical content knowledge as he taught specific mathematics topics using a particular technological tool (mainly iPads). The PCK-EC considers five dimensions, including: teachers’ Attitudes, the Knowledge of Technology (KT), the Knowledge of Learners’ Cognition (KLC), the Knowledge of Subject Matter (KSM), and the Knowledge of Pedagogy (KP). These dimensions are immersed within an educational context that includes curriculum and standards; social, cultural, and economic context; teaching and learning conditions defined by the School District; and teaching conditions in the classroom. The PCK-EC framework supported a deep description of the teacher’s Attitudes and Knowledge using the methodology of case study. Each dimension of the PCK-EC model was identified through a collection of themes using the interpretive repertoire method of analysis. The description of the collections of themes illustrated by the teacher indicated a specific approach to the use of technological tools (TT) while teaching a specific topic.

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