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Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge

Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge

Stephen J. Pape, Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Sharilyn Owens, Jonathan D. Bostic, Soon Chun Lee
Copyright: © 2012 |Pages: 24
ISBN13: 9781609607500|ISBN10: 1609607503|EISBN13: 9781609607517
DOI: 10.4018/978-1-60960-750-0.ch008
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MLA

Pape, Stephen J., et al. "Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge." Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, edited by Robert N. Ronau, et al., IGI Global, 2012, pp. 176-199. https://doi.org/10.4018/978-1-60960-750-0.ch008

APA

Pape, S. J., Irving, K. E., Bell, C. V., Shirley, M. L., Owens, D. T., Owens, S., Bostic, J. D., & Lee, S. C. (2012). Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 176-199). IGI Global. https://doi.org/10.4018/978-1-60960-750-0.ch008

Chicago

Pape, Stephen J., et al. "Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge." In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, edited by Robert N. Ronau, Christopher R. Rakes, and Margaret L. Niess, 176-199. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-750-0.ch008

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Abstract

Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theorize four principles of effective mathematics instruction incorporating CCT based on examination of teachers’ use of CCT within their Algebra I classrooms across four years. Effective implementation of CCT is dependent upon (1) the creation and implementation of mathematical tasks that support examination of patterns leading to generalizations and conceptual development; (2) classroom interactions that focus mathematical thinking within students and the collective class; (3) formative assessment leading to teachers’ and students’ increased knowledge of students’ present understandings; and (4) sustained engagement in mathematical thinking. Each of these principles is discussed in term of its implications for teacher knowledge.

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