https://dx.doi.org/10.1007/s40751-024-00151-y">
 

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Online learning and teaching, accelerated by the global pandemic and rapid advancement of digital technology, require novel conceptual and analytical tools to understand better the evolving nature of online teaching. Drawing on the classical model of the instructional triangle and previous attempts to extend it, we propose the Instructional Technology Tetrahedron (ITT)—a conceptual framework that integrates technology into the instructional triangle to represent the role of technology, as a learning tool and a mediator between teachers, students, and content. Combining the ITT framework with network visualization strategies allowed for representing the intensity of interactions within the tetrahedron. We illustrate the affordances of the ITT framework by analyzing reflective noticing patterns of three prospective secondary teachers (PSTs) who reflected on the video recordings of their own online teaching, with each PST teaching four online lessons to groups of high-school students. We demonstrate the utility of the ITT framework to characterize individual noticing patterns, in a particular lesson and across time, and to support a variety of cross-case comparisons. The discussion sheds light on the broader implications of the ITT framework.

Department

Mathematics and Statistics

Publication Date

8-15-2024

Journal Title

Digital Experiences in Mathematics Education

Publisher

Springer Science and Business Media LLC

Digital Object Identifier (DOI)

https://dx.doi.org/10.1007/s40751-024-00151-y

Document Type

Article

Comments

This is an open access article published by Springer Science and Business Media LLC in Digital Experiences in Mathematics Education in 2024, available online: https://dx.doi.org/10.1007/s40751-024-00151-y

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