The Technology Interdisciplinary knowledge (TIK) framework, a sub-framework of TPACK-XL, emphasizes how the teacher’s understanding of technology interconnects with his/her knowledge of content, pedagogy, learner, and context to produce effective teaching. The researcher introduces TPACK-XL framework that identifies the domains of interdisciplinary knowledge drawn from the interrelation of sciences of education, and that are needed by a pre-service teacher for effective pedagogical technology integration. This study reviews the literature relevant to building pre-service teachers’ knowledge base, and analyzes the mostly recognized relevant theoretical grounding that conceptualize the nature of teachers’ knowledge to teach with technology. This research intends to add to the body of research on ICTs in mathematics teacher education, which is scant in the Lebanese research literature, and provides scholars and educators with research-based evidence about the status-quo in the field of ICTs in secondary mathematics pre-service teacher education in Lebanon. To prepare teachers for the digital age, Ministry of Education and Higher Education (MEHE), Centre of Educational Research and Development (CERD), and Faculties of Education are challenged to review and improve recruiting, preparing, supporting, and compensating teachers on the pre-service front end rather than fixing issues of poor-quality instruction on the in-service back end. Contemporarily, Lebanon’s overall national educational technology efforts may best be categorized within the emerging category of nations. Information and communication technologies (ICTs) are spreading rapidly in the Lebanese society and educational contexts.
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