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Check out this articles appears in Volume 7, Issue 4, 2007 edition of The CITE Journal.
Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment
By Gladis Kersaint
University of South Florida
Abstract
This article describes a technology integration course planning assignment that was developed to enhance preservice teachers’ technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a secondary level mathematics course (e.g., Algebra 2). A description of the context and the course in which this assignment is given is provided and lessons learned from several years of implementation are discussed.
Read more...
Face-to-Face versus Online Coursework: A Comparison of Costs and Learning Outcomes
By Terry Herman and Savilla Banister
Bowling Green State University
Abstract
This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By designing the course for online delivery and developing various interactive multimedia modules, the university was able to offer the course at a considerable savings while maintaining quality. The faculty worked in close collaboration, strategizing creative solutions to maintain the academic rigor and integrity of the course. Student papers and projects were analyzed and compared from both the f2f and online versions of the course to determine academic quality and learning outcomes.
Read more...
Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment
By Gladis Kersaint
University of South Florida
Abstract
This article describes a technology integration course planning assignment that was developed to enhance preservice teachers’ technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a secondary level mathematics course (e.g., Algebra 2). A description of the context and the course in which this assignment is given is provided and lessons learned from several years of implementation are discussed.
Read more...
Face-to-Face versus Online Coursework: A Comparison of Costs and Learning Outcomes
By Terry Herman and Savilla Banister
Bowling Green State University
Abstract
This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By designing the course for online delivery and developing various interactive multimedia modules, the university was able to offer the course at a considerable savings while maintaining quality. The faculty worked in close collaboration, strategizing creative solutions to maintain the academic rigor and integrity of the course. Student papers and projects were analyzed and compared from both the f2f and online versions of the course to determine academic quality and learning outcomes.
Read more...
Source: The CITE Journal
