Despite the variety of innovative and effective strategies to teaching and assessment, teachers generally continue to limit their approaches to a narrow range of methods. Teacher education courses provide an introduction to various pedagogical approaches but often fail to link these ideas to classroom situations in which the new knowledge will be applied. Consequently, the knowledge and abilities that are learnt have little chance of transfer to real school situations. In an attempt to overcome this problem, the theoretical framework of situated cognition has been used to produce an interactive multimedia resource that allows preservice teachers to implement approaches appropriate for teaching and assessing the range of outcomes that are valued in the K-12 mathematics curriculum. The resource enables users to encounter the authentic use of a range of strategies and to view their interpretations from multiple perspectives gained from practising teachers, preservice teachers, school children, and tertiary educators.
Technology affects the way teachers teach, students learn, and administrators operate.
Roles and teaching and learning strategies are changing because technology fosters the use of more student-centered learning strategies. These and other questions provided the impetus for this qualitative analysis of several practicing teachers who are also graduate students. The dilemma faced by the teachers in this study is how to lead the way in the integration of technology into the curriculum while struggling, themselves, with the challenges posed. Their thoughts, perceptions, beliefs, experiences, knowledge and growth related to resolving this dilemma were categorized by themes and discussed in detail in this paper. A Professional Development School Inservice Project Marie F. Doan Holbein Florida Atlantic University 500 NW University Blvd.