Record Detail

Technological pedagogical content knowledge
(TPACK) has been well accepted as a framework to
understand and describe types of knowledge required by
teachers to teach specific content with technology effectively.
However, limited studies have used the framework
in analysing the complexity of technology integration in
mathematics classrooms. This study investigates, through
examining critical instructional events, the most influential
TPACK constructs in understanding and shaping teachers’
pedagogical practices using digital technology. This case
study was conducted in an early secondary mathematics
classroom in Indonesia that used a web-based resource to
support students’ understanding of fractions. The finding
suggests that the qualitative examination of the four
intersected TPACK constructs assists in understanding the
challenges and the opportunities to teachers when utilising
an exploratory-based technology. It demonstrates that the
combination of pedagogical stances and choice of technology
significantly influence the visibility of other
TPACK constructs. Implications of this study include the
need of thoughtful planning prior to using web-based
resources and the importance to utilise critical events in
developing and assessing teachers’ TPACK.