|Title||Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper|
|Publication Type||Journal Article|
|Year of Publication||2016|
|Authors||Batiibwe, MSK, Bakkabulindi, FEK, Mango, JM|
|Journal||Makerere Journal of Higher Education|
|Keywords||Mathematical disciplines; Positivism; TPACK|
ICT provides an array of powerful tools that induce transformation from a teacher-centred to a student-focused and interactive knowledge environment. The use of ICT in pedagogy opens up opportunities for learning because it enables learners to access, extend, transform and share ideas and information in multi-modal communication styles and formats. Therefore, all efforts to enhance it should be expended. One way of enhancing the use of ICT in pedagogy is to isolate the factors that underpin it. It is with this understanding that, basing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this paper proposes a positivist study to examine the extent to which knowledge relates with the use of ICT in pedagogy among teachers of mathematical disciplines at Makerere University.