Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).

Autor/inn/en	Attard, Catherine; Orlando, Joanne
Institution	Mathematics Education Research Group of Australasia
Titel	Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technology Integration; Technology Uses in Education; Beginning Teacher Induction; Beginning Teachers; Teaching Skills; Teaching Experience; Handheld Devices; Mathematical Aptitude; Pedagogical Content Knowledge; Educational Practices; Teacher Competency Testing; Interviews; Mathematics Teachers; Foreign Countries; Observation; Qualitative Research; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Junior teacher; Junglehrer; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Bildungspraxis; Interviewing; Interviewtechnik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Beobachtung; Qualitative Forschung; Elementary school; Grundschule; Volksschule; Australien
Abstract	Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and the reality of their teaching practices. This paper draws on data from three separate studies to explore how ECTs use technology in their teaching. Although their use of Interactive Whiteboards did not pose challenges, use of iPads did, and the teachers' mathematical knowledge for teaching appeared to be directly related to how they used their technology. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01