A TPACK-BASED TRAINING MODEL FOR MATHEMATICS TEACHERS IN M-LEARNING INTEGRATION
Main Article Content
Abstract
The rapid advancement of mobile technology has introduced new opportunities for mobile learning (m-learning), particularly in mathematics education. M-learning offers flexibility, personalization, and enhanced interactivity, fostering students' active engagement and deeper understanding of mathematical concepts. Despite these advantages, the adoption of m-learning in mathematics remains limited, primarily due to teachers' lack of knowledge in using mobile technology for educational purposes. This study proposes a TPACK-based training process to support mathematics teachers in integrating m-learning into their instruction. The process consists of three phases: (a) developing an understanding of the TPACK framework and m-learning principles, (b) experiencing m-learning from a student’s perspective, and (c) designing lessons that incorporate m-learning. This process offers a structured model to enhance teachers' technological, pedagogical, and content knowledge, preparing them to integrate m-learning into mathematics instruction. Future research can implement and evaluate the effectiveness of a course developed based on this process. This study contributes a foundation for teacher training in m-learning, supporting educational innovation and improving technology use in mathematics classrooms.
Keywords
m-learning, mobile learning, mobile technology, teacher education, in-service mathematics teacher, TPACK
Article Details
References
Al-Khateeb, M. A. (2018). The effect of teaching mathematical problems solving through using mobile learning on the seventh grade students’ ability to solve them in Jordan. International Journal of Interactive Mobile Technologies, 12(3), 178-191. https://doi.org/10.3991/ijim.v12i3.8713
Amin, A. K., Degeng, N. S., Setyosari, P., & Djatmika, E. T. (2021). The Effectiveness of Mobile Blended Problem Based Learning on Mathematical Problem Solving. International Journal of Interactive Mobile Technologies, 15(1), 119-141. https://doi.org/10.3991/IJIM.V15I01.17437
Baya’a, N. F., & Daher, W. M. (2009). Learning Mathematics in an Authentic Mobile Environment: the Perceptions of Students. International Journal of Interactive Mobile Technologies (IJIM), 3, 6. https://doi.org/10.3991/ijim.v3s1.813
Cahyono, A. N., Sukestiyarno, Y. L., Asikin, M., Miftahudin, Ahsan, M. G. K., & Ludwig, M. (2020). Learning mathematical modelling with augmented reality mobile math trails program: How can it work? Journal on Mathematics Education, 11(2), 181-192. https://doi.org/10.22342/jme.11.2.10729.181-192
Cai, S., Liu, E., Shen, Y., Liu, C., Li, S., & Shen, Y. (2020). Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes. Interactive Learning Environments, 28(5), 560-573. https://doi.org/10.1080/10494820.2019.1696839
Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers and Education, 57(1), 1184-1193. https://doi.org/10.1016/j.compedu.2011.01.007
Chang, K. E., Wu, L. J., Lai, S. C., & Sung, Y. T. (2016). Using mobile devices to enhance the interactive learning for spatial geometry. Interactive Learning Environments, 24(4), 916-934. https://doi.org/10.1080/10494820.2014.948458
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), Article 4111. https://doi.org/10.3390/app11094111
Crompton, H., & Burke, D. (2017). Research trends in the use of mobile learning in mathematics. In M. Khosrow-Pour (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 2090-2104). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch101
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers and Education, 110, 51-63. https://doi.org/10.1016/j.compedu.2017.03.013
Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26(1), 85-104. https://doi.org/https://doi.org/10.14742/ajet.1104
Do, N. T. T. (2023). Học tập di động: Trường hợp dạy học vẽ tam giác ở lớp 6 [Mobile learning: A case study of teaching triangle drawing in grade 6] [Master’s thesis, Ho Chi Minh City University of Education]. https://dlib.hcmue.edu.vn/handle/SPHCM/22585
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18-26. https://doi.org/10.1016/j.iheduc.2013.06.002
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. http://www.tpck.org/.
Lee, C. J., & Kim, C. M. (2017). A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course. Educational Technology Research and Development, 65(6), 1627-1654. https://doi.org/10.1007/s11423-017-9544-z
Le, T. T. T., Tang, M. D., & Tran, D. K. (2024). Self-study opportunities for students to solve linear equations through mobile learning with Microsoft Math Solver application on smartphones. Ho Chi Minh City University of Education Journal of Science, 21(4), 759-770. https://doi.org/10.54607/hcmue.js.21.4.4116(2024)
Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y., & Lim, M. (2014). A look at research on mobile learning in K-12 education from 2007 to the present. Journal of Research on Technology in Education, 46(4), 325-372. https://doi.org/10.1080/15391523.2014.925681
Shulman, L. S. (1986). Those Who Understand: A Conception of Teacher Knowledge. American Educator, 10(1), 4-14.
Sung, Y. T., Lee, H. Y., Yang, J. M., & Chang, K. E. (2019). The quality of experimental designs in mobile learning research: A systemic review and self-improvement tool. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.05.001
Thompson, A. D., & Mishra, P. (2007). Editors’ remarks: Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. https://doi.org/10.1080/10402454.2007.10784583
Trinh, T. P. T. (2014). Khai thác một số ứng dụng trên điện thoại di động hỗ trợ học sinh lớp 12 THPT tự học Toán [Utilizing mobile applications to support 12th-grade students' self-study in Mathematics] [Doctoral dissertation, Vietnam Institute of Educational Sciences]. http://vnies.edu.vn/tin-tuc/dao-tao-tien-si/16291/thong-tin-luan-an-khai-thac-mot-so-ung-dung-tren-dien-thoai-di-dong-ho-tro-hoc-sinh-lop-12-thpt-tu-hoc-toan
UNESCO. (2013). Policy guidelines for mobile learning. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/ 48223/pf0000219641e