000			01787nam a22002057a 4500
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022			_a0025-5769
100			_aHarkey, Elizabeth B.
245			_aTwo Technology Frameworks _b: Their Use in Lesson Design (Journal Article)
260			_aReston, Virginia _b: National Council of Teachers of Mathematics _c, 2023
300			_a869–873p.
440			_aMathematics Teacher: Learning Teaching PK12 _v, Volume 116: Issue 11, November 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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			_a Mathematics Teaching Practices| Reasoning/Sense Making/Proof| Mathematical Practices| Construct viable arguments
700			_aBarlow, Angela T. | Groves, Victoria-Scott
856			_uhttps://doi.org/10.5951/MTLT.2022.0189
942			_cPER
999			_c45244 _d45243