01787nam a22002057a 4500 20240116133521.0 240116b ||||| |||| 00| 0 eng d 0025-5769 Harkey, Elizabeth B. Two Technology Frameworks : Their Use in Lesson Design (Journal Article) Reston, Virginia : National Council of Teachers of Mathematics , 2023 869–873p. Mathematics Teacher: Learning Teaching PK12 , Volume 116: Issue 11, November 2023 ***______{For Hard Copy, Please visit Library.}________*** 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. Mathematics Teaching Practices| Reasoning/Sense Making/Proof| Mathematical Practices| Construct viable arguments Barlow, Angela T. | Groves, Victoria-Scott https://doi.org/10.5951/MTLT.2022.0189 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-16 0 2024-01-16 00:00:00 2024-01-16 PER 45244 45243