This paper describes how prospective secondary mathematics teachers’ Technological Pedagogical Content Knowledge (TPCK) and perspectives about teaching and learning mathematics were enriched as they worked individually and in small groups to develop and present lessons with GeoGebra. We also note how Geogebra can be used as a vehicle for building links between a research-focussed university and...

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to ...

In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start a...

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers‟ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semes...

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological...

Curriculum policy in many countries has been subject to a distinct shift in emphasis in recent years (Priestley & Biesta, 2013). Following two decades of centralised direction of the content (and even the methods) of the curriculum, there has been a shift to curricular models which emphasis local flexibility in curriculum-making, positioning teachers as autonomous developers of the curriculum. ...

The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resour...

Exploring and managing the abundance of data that Learning Analytics generate is a challenge for both teachers and students. This paper introduces a Learning Dashboard that provides an overview, context and content of learner traces to help students with awareness of feedback and progress, and assist teachers with monitoring student effort and outcomes to intervene where needed.

Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and supp...