Abstract:
Technology has become an indispensable part of everyday life. The presence and use of
technological tools in the classroom are rapidly evolving phenomena. This study
investigated instructional practices of elementary math teachers and their Technological
Pedagogical and Content knowledge (TPACK) characteristics when technology is used
in instruction. Teachers' perceptions of the role of technology in shaping instructional
practices were also examined. Grade-4 mathematics teachers and other elementary
teachers from three schools in Ontario, Canada, participated in the study. Two class
observation sequences and interviews were conducted with the grade-4 mathematics
teachers. Elementary teachers from other grade levels were surveyed. Results showed
that certain technological tools are perceived by teachers as essential, and more effective
than others. Data also showed that the purpose of technology use was mostly to provide
resources for teachers and students and to practice computational skills. Most teachers
expressed comfort and confidence using technology in instruction and belief in the
necessity of using it, with varied perspectives on the impact of technology on their
teaching practices. The observation confirmed and showed that the majority of the
teachers were comfortable using technology. Half of the observed teachers were able to
spontaneously shift from one tool to another seamlessly, while the rest mainly hovered
over the same tool throughout the entire session. When it comes to teaching practices, all teachers declared that technology is not a driving factor towards more learnercentered
teaching practices, because the teacher can make a classroom learner-centered
or non-learner-centered regardless of whether or not technology is used. when
pedagogical knowledge (PK) is concerned, all teachers indicated that they would modify
their teaching practices to address student needs and knowledge gaps, as well as
welcoming student interventions and questions as an important step for learning. Data
revealed, however, that teachers did not attribute importance to explaining to students
why a particular technological tool was being used, nor did they explain how to use it.
