Enhancing the Technological, Pedagogical and Content Knowledge (TPACK) of in -service primary teachers use of tablet use technologies
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The paper reports the main insights from a study aimed at equipping a group of in-service teachers with the knowledge, skills, and practical experience required to effectively integrate mobile devices within the mathematics curriculum. A professional development program based on the Technological Pedagogical and Content Knowledge (TPACK) framework was designed and implemented in Cyprus. Six (6) primary school teachers participated in the program. Participants experimented with different ways in which coding apps, and other types of constructivist mobile applications, could help students internalize key mathematical concepts across the primary curriculum. They also worked in small groups to develop and/or deliver instructional interventions integrating the use of mobile devices. Findings indicate a positive impact on in-service teachers' perceptions regarding mobile-enhanced mathematics, and on their competence in productively utilizing mobile apps as an instructional tool.