Investigating elementary math teachers' TPACK characteristics and instructional practices. (c2017)

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.