Advanced search
1 file | 402.46 KB Add to list

Why do I use Technology? Profiling Mathematics Teachers’ Technology-related Pedagogical Reasoning

Bram Cabbeke (UGent) , Tijs Rotsaert (UGent) and Tammy Schellens (UGent)
Author
Organization
Abstract
Recently, scholars have started unpacking teachers’ technology-related decision-making via the conceptual lens of pedagogical reasoning. Addressing the need for more domain-specific studies, this qualitative study using semi-structured interviews (n = 17) explores the technology-related pedagogical reasoning (TPR) of secondary school mathematics teachers. The findings indicate that mathematics teachers predominately rationalize their technology use based on enhancement (e.g., visualizing abstract concepts, providing instant feedback, facilitating differentiation) and efficiency (e.g., streamlining classroom activities, quick construction, reducing manual grading) reasoning. Three distinct profiles of TPR were identified among math teachers: Efficiency Navigators, primarily driven by efficiency reasons for using technology; Learning Facilitators, merging efficiency and enhancement rationales in their adoption of technology; and Instructional Innovators, underpinning their technology use based predominantly on enhancement and engagement motives. Future research directions are discussed in light of these findings.

Downloads

  • (...).pdf
    • full text (Accepted manuscript)
    • |
    • UGent only
    • |
    • PDF
    • |
    • 402.46 KB

Citation

Please use this url to cite or link to this publication:

MLA
Cabbeke, Bram, et al. Why Do I Use Technology? Profiling Mathematics Teachers’ Technology-Related Pedagogical Reasoning. Association for the Advancement of Computing in Education (AACE), 2024, pp. 2377–87.
APA
Cabbeke, B., Rotsaert, T., & Schellens, T. (2024). Why do I use Technology? Profiling Mathematics Teachers’ Technology-related Pedagogical Reasoning. 2377–2387. Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE).
Chicago author-date
Cabbeke, Bram, Tijs Rotsaert, and Tammy Schellens. 2024. “Why Do I Use Technology? Profiling Mathematics Teachers’ Technology-Related Pedagogical Reasoning.” In , 2377–87. Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE).
Chicago author-date (all authors)
Cabbeke, Bram, Tijs Rotsaert, and Tammy Schellens. 2024. “Why Do I Use Technology? Profiling Mathematics Teachers’ Technology-Related Pedagogical Reasoning.” In , 2377–2387. Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE).
Vancouver
1.
Cabbeke B, Rotsaert T, Schellens T. Why do I use Technology? Profiling Mathematics Teachers’ Technology-related Pedagogical Reasoning. In Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE); 2024. p. 2377–87.
IEEE
[1]
B. Cabbeke, T. Rotsaert, and T. Schellens, “Why do I use Technology? Profiling Mathematics Teachers’ Technology-related Pedagogical Reasoning,” presented at the Society for Information Technology & Teacher Education International Conference 2024, Las Vegas, Nevada, 2024, pp. 2377–2387.
@inproceedings{01HWYYKZ9504XSGJCP83JAEE4G,
  abstract     = {{Recently, scholars have started unpacking teachers’ technology-related decision-making via the conceptual lens of pedagogical reasoning. Addressing the need for more domain-specific studies, this qualitative study using semi-structured interviews (n = 17) explores the technology-related pedagogical reasoning (TPR) of secondary school mathematics teachers. The findings indicate that mathematics teachers predominately rationalize their technology use based on enhancement (e.g., visualizing abstract concepts, providing instant feedback, facilitating differentiation) and efficiency (e.g., streamlining classroom activities, quick construction, reducing manual grading) reasoning. Three distinct profiles of TPR were identified among math teachers: Efficiency Navigators, primarily driven by efficiency reasons for using technology; Learning Facilitators, merging efficiency and enhancement rationales in their adoption of technology; and Instructional Innovators, underpinning their technology use based predominantly on enhancement and engagement motives. Future research directions are discussed in light of these findings.}},
  author       = {{Cabbeke, Bram and Rotsaert, Tijs and Schellens, Tammy}},
  language     = {{eng}},
  location     = {{Las Vegas, Nevada}},
  pages        = {{2377--2387}},
  publisher    = {{Association for the Advancement of Computing in Education (AACE)}},
  title        = {{Why do I use Technology? Profiling Mathematics Teachers’ Technology-related Pedagogical Reasoning}},
  url          = {{https://www.learntechlib.org/p/224311/}},
  year         = {{2024}},
}