Article Sidebar
Published:
Feb 1, 2017Keywords:
Article Details
© 2023 The authors
MAJOHE and the individual contributions contained therein are protected under copyright law and the following terms and conditions apply to their use:
Photocopying: Single photocopies of single articles may be made for personal use as allowed under the Copyright Act. Permission of the copyright owner and payment of a fee is required for other photocopying, including multiple copying, copying for advertising/promotional purposes, resale and all forms of document delivery. Special rates are available for educational institutions that wish to make copies for non-profit educational use. Permissions may be sought directly from the East African School of Higher Education Studies and Development (P. O. Box 7062 Kampala, Uganda; Tel.: +256 772 586959 or +256 782 059616; e-mail: majohe.cees@mak.ac.ug, david.onen@mak.ac.ug, gerald.bwenvu@mak.ac.ug).
Derivative works: Subscribers may reproduce tables of contents or prepare lists of articles and abstracts for circulation within their institutions but the permission of the copyright owner is required for resale or distribution outside the institution. Permission of the copyright owner is required for all other derivative works including compilations and translations.
Electronic storage and usage: Permission of the copyright owner is required to store and use electronically any material contained in MAJOHE, including any article or part of an article. Except as outlined above, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the copyright owner.
Frequency and subscription: MAJOHE is published biannually in February and August.
Annual Institutional Subscription Rates 2023: USD 200 for East Africa; USD 250 for the rest of Africa; USD 300 for all other countries. Annual Personal Subscription Rates 2023: USD 50 for East Africa; USD 60 for the rest of Africa; USD 70 for all other countries. The prices include postage. Subscribers should note that these rates may be revised without prior notice.
The journal content is protected under a CC-BY-NC-VD license.
Main Article Content
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
Abstract
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.
Keywords: Mathematical disciplines; Positivism; TPACK
