Two Technology Frameworks (Record no. 45244)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01787nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240116133521.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240116b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0025-5769 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Harkey, Elizabeth B. |
| 245 ## - TITLE STATEMENT | |
| Title | Two Technology Frameworks |
| Remainder of title | : Their Use in Lesson Design (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Reston, Virginia |
| Name of publisher | : National Council of Teachers of Mathematics |
| Year of publication | , 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 869–873p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Mathematics Teacher: Learning Teaching PK12 |
| Volume number/sequential designation | , Volume 116: Issue 11, November 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Many teachers reported improved skills in using technology as a direct result of teaching virtually during the pandemic (Bushweller, 2020). We wondered which uses of technology would continue as teachers transitioned back into face-to-face classrooms. Recognizing that mere incorporation of technology into instruction does not guarantee enriched learning (National Council of Teachers of Mathematics, 2014), we also wondered what frameworks were available to support making purposeful decisions regarding the incorporation of technology into mathematics lessons. Having used the mobile-learning or m-learning framework (Kearney et al., 2012) and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Puentedura, 2013) separately in other contexts (see Barlow et al., 2020; Barlow & Groves-Scott, 2020), we hypothesized that these frameworks taken together might be useful in this way. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Mathematics Teaching Practices| Reasoning/Sense Making/Proof| Mathematical Practices| Construct viable arguments |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Barlow, Angela T. | Groves, Victoria-Scott |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.5951/MTLT.2022.0189 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 16.01.2024 | Periodicals |