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. Specific TPACK characteristics, taken from the six characteristics listed by Grandgenett, have been considered as a basis for observation. Indicators for each of those characteristics have been developed and formed the basis for an observation rubric to help checking TPACK characteristics at 10-minute intervals during the sessions. These checks were processed numerically using simple statistics to provide a picture of teachers’ TPACK characteristics. Observations 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 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.

Keywords:

TPACK, Elementary, Technological tools, class observation.