An intervention addressing inequity of access to ICT for pre-service mathematics teachers
An intervention addressing inequity of access to ICT for pre-service mathematics teachers
This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching.
148-153
International Conference on Technology in Mathematics Teaching
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
July 2011
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Hyde, Rosalyn and Edwards, Julie-Ann
(2011)
An intervention addressing inequity of access to ICT for pre-service mathematics teachers.
Joubert, Marie, Clark-Wilson, Alison and McCabe, Michael
(eds.)
In Proceedings of the 10th International Conference for Technology in Mathematics Teaching (ICMT10).
International Conference on Technology in Mathematics Teaching.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching.
Text
HydeEdwards_ICTMT-10_proceedings_2011.pdf
- Version of Record
Restricted to Registered users only
Request a copy
More information
Published date: July 2011
Venue - Dates:
conference; gb; 2011-07-05; 2011-07-08, Portsmouth, United Kingdom, 2011-07-05 - 2011-07-08
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 202347
URI: http://eprints.soton.ac.uk/id/eprint/202347
PURE UUID: 5e3ecca7-4701-481b-8524-837ea68d96fc
Catalogue record
Date deposited: 08 Nov 2011 16:41
Last modified: 15 Mar 2024 03:11
Export record
Contributors
Author:
Julie-Ann Edwards
Editor:
Marie Joubert
Editor:
Alison Clark-Wilson
Editor:
Michael McCabe
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
