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Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

机译：丰富的TPACK在数学教育中：在同步在线学习环境中使用数字互动笔记本

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Purpose - In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented. Design/methodology/approach - The qualitative analysis in this study consists of a sequence of first- cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course. Findings - Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms. Originality/value - The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers' experiences as learners increased their TPACK knowledge.
机译：目的 - 在2020年春季，世界各地的教育工作者突然转移到紧急远程教学，以应对新兴大流行。练习学校教师的研究生同步在线几何和测量课程的教练重新设计了他们的总结评估。他们的目标是减少课外工作，并模拟内容，教学和技术的整合。本文旨在描述使用在线演示软件，动态几何工具和数学学习轨迹的数字交互式笔记本（DINB）分配的开发。提出了对DINBS作为有效远程学习的评估的更广泛的影响。设计/方法/方法 - 本研究的定性分析包括一系列中小期调查和中期调查和课程结束反射的第二周期专题分类的序列。描述性分类与开放式参与者响应中的选择引号提供了一个窗口，即在课程中使用DINB的参与者体验。调查结果 - 基于教师中学的DINB设计的修改创建了一种灵活的评估工具，与技术教学内容知识（TPACK）框架对齐。教师还构建了自己的愿景，以便在自己的虚拟教室中适应学生中心的教学技术集成。原创性/价值 - DINB的发展丰富了这项研究中教师的TPACK理解。它还定位了教师在自己的学校社区中促进创新的同步和混合学习。进一步分析未来研究中的DINB文物将测试练习教师经验的假设，因为学习者提高了TPACK知识。

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