Integrating iPads into Primary Mathematics Pedagogies: An Exploration of Two Teachers' Experiences [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).

Autor/in	Attard, Catherine
Institution	Mathematics Education Research Group of Australasia
Titel	Integrating iPads into Primary Mathematics Pedagogies: An Exploration of Two Teachers' Experiences [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technology Integration; Handheld Devices; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Educational Practices; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Teacher Competencies; Qualitative Research; Foreign Countries; Case Studies; Interviews; Australia + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Technisches Wissen; Pädagogische Kompetenz; Lehrkunst; Qualitative Forschung; Ausland; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Australien
Abstract	Many primary schools in Australia are investing substantial funds introducing mobile technologies such as iPads to enhance teaching and learning. However, when new technologies are first introduced, teachers are often expected to integrate them into their practices without the support of appropriate professional development. This paper reports on a recent qualitative multiple case study that explored the pedagogical practices implemented by four primary teachers during the first six months of iPad use. Results of the study highlighted that although the iPads do have the potential to enhance teaching and learning of primary mathematics, appropriate professional development that addresses all aspects of technological and pedagogical content knowledge is required to ensure successful integration of new technologies into current teaching practices. (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