東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

A Multiple Case Study of College Mathematics Instructors' Technological Pedagogical Content Knowledge (TPACK) and Its Relationship to the Integration of Information and Communications Technology (ICT) in Their Teaching Practices and Students' Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Multiple Case Study of College Mathematics Instructors' Technological Pedagogical Content Knowledge (TPACK) and Its Relationship to the Integration of Information and Communications Technology (ICT) in Their Teaching Practices and Students' Learning./
Author:	Alhejoj, Kawkab .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	340 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27838100
ISBN:	9798662396968

A Multiple Case Study of College Mathematics Instructors' Technological Pedagogical Content Knowledge (TPACK) and Its Relationship to the Integration of Information and Communications Technology (ICT) in Their Teaching Practices and Students' Learning.
Alhejoj, Kawkab .

A Multiple Case Study of College Mathematics Instructors' Technological Pedagogical Content Knowledge (TPACK) and Its Relationship to the Integration of Information and Communications Technology (ICT) in Their Teaching Practices and Students' Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 340 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--Illinois Institute of Technology, 2020.

This item must not be sold to any third party vendors.

This multiple-case study aimed to investigate the following essential aspects of instructors' ICT integration in higher education: self-reported technological pedagogical content knowledge (TPACK), level of ICT integration, and motivations-challenges to integrate specific ICT tools to teach particular mathematics concepts. Four college math instructors were selected purposefully from four community colleges. The TPACK conceptual framework was adopted through the use of the TPACK-M self-assessment survey to understand the perceived TPACK knowledge of the instructors. The model of Niess et al (2009), which describes the teacher's level of practical ICT integration in the light of their TPACK, assisted in exploring the way college math instructors used ICT. Data collection involved surveys, semi-structured interviews, and direct classroom observations. Quantitative data was analyzed using descriptive statistics, while Atlas.ti software was applied for qualitative data. The findings showed that the total TPACK-M was rated high, with TPK the lowest among all the constructs. In terms of the ICT integration model, one instructor fitted into the recognizing level, another into the adapting level, and two others into the accepting level. There was a misalignment between the self-reported TPACK knowledge and the in-class level of ICT integration. Instructors need more support in developing practical TPACK abilities via effective PD and activating the "teacher model" to help college math instructors integrate ICT in creative and successful practice. Also, more research in higher education is recommended using a larger sample in the area of designing a TPACK instrument for college math instructors to help capture their perceptions and recognize any gap between what they know and what they do in higher education contexts.

ISBN: 9798662396968Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

College math instructors

A Multiple Case Study of College Mathematics Instructors' Technological Pedagogical Content Knowledge (TPACK) and Its Relationship to the Integration of Information and Communications Technology (ICT) in Their Teaching Practices and Students' Learning.
LDR:03264nmm a2200385 4500 001 2345485
005 20230119155959.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798662396968
035 $a (MiAaPQ)AAI27838100
035 $a AAI27838100
040 $a MiAaPQ $c MiAaPQ
100 1 $a Alhejoj, Kawkab . $3 3684437
245 1 0 $a A Multiple Case Study of College Mathematics Instructors' Technological Pedagogical Content Knowledge (TPACK) and Its Relationship to the Integration of Information and Communications Technology (ICT) in Their Teaching Practices and Students' Learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 340 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Popovic, Gorjana.
502 $a Thesis (Ph.D.)--Illinois Institute of Technology, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This multiple-case study aimed to investigate the following essential aspects of instructors' ICT integration in higher education: self-reported technological pedagogical content knowledge (TPACK), level of ICT integration, and motivations-challenges to integrate specific ICT tools to teach particular mathematics concepts. Four college math instructors were selected purposefully from four community colleges. The TPACK conceptual framework was adopted through the use of the TPACK-M self-assessment survey to understand the perceived TPACK knowledge of the instructors. The model of Niess et al (2009), which describes the teacher's level of practical ICT integration in the light of their TPACK, assisted in exploring the way college math instructors used ICT. Data collection involved surveys, semi-structured interviews, and direct classroom observations. Quantitative data was analyzed using descriptive statistics, while Atlas.ti software was applied for qualitative data. The findings showed that the total TPACK-M was rated high, with TPK the lowest among all the constructs. In terms of the ICT integration model, one instructor fitted into the recognizing level, another into the adapting level, and two others into the accepting level. There was a misalignment between the self-reported TPACK knowledge and the in-class level of ICT integration. Instructors need more support in developing practical TPACK abilities via effective PD and activating the "teacher model" to help college math instructors integrate ICT in creative and successful practice. Also, more research in higher education is recommended using a larger sample in the area of designing a TPACK instrument for college math instructors to help capture their perceptions and recognize any gap between what they know and what they do in higher education contexts.
590 $a School code: 0091.
650 4 $a Mathematics education. $3 641129
650 4 $a Educational technology. $3 517670
653 $a College math instructors
653 $a ICT level
653 $a Instructors' TPACK knowledge
653 $a ICT and students' learning
653 $a Math education
653 $a TPACK
653 $a TPACK knowledge and ICT integration
690 $a 0280
690 $a 0710
710 2 $a Illinois Institute of Technology. $b Mathematics & Science Education. $3 3684438
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0091
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27838100