Characterising the perceived value of mathematics educational apps in preservice teachers

This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Mathematics education research journal 2016-03, Vol.28 (1), p.199-221
Hauptverfasser:	Handal, Boris, Campbell, Chris, Cavanagh, Michael, Petocz, Peter
Format:	Artikel
Sprache:	eng
Schlagworte:	Applications programs Australia Computer Software Evaluation Construct Validity Content Validity Courseware Education Educational technology Educational Theories Elementary School Mathematics Foreign Countries Handheld Devices Higher education Instructive Item Analysis Knowledge base for teaching Mathematical models Mathematics Education Mathematics teachers Mobile communication systems Mobile technology Multimedia computer applications Original Article Outcomes of Education Pedagogical Content Knowledge Pedagogy Preservice Teacher Education Preservice teachers Primary education Program Validation Rating Scales Relevance (Education) Semantics Students Teachers Technological Literacy Technology, Pedagogy and Content Knowledge (TPACK) model
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!