Engagement with an educational issue

This paper research focuses on problems with technology integration as a significant issue in Australian Education. Introduction Technology integration can be a powerful tool employable by teachers and other education stakeholders to improve pedagogical practice. Many educators have previously thought of technology integration as a new approach to teaching, without focusing on technology as an integral part of everyday teaching practice, since there is a well-confounded interrelationship between technology and pedagogy (Bennison &Goos, 2010). The interrelationship between technology integration and pedagogy can be explored in the context of Jane Hunter’s (2015) article on High Possibility Classrooms as a pedagogical framework for technology integration in classrooms. In my teaching practice, there is a need to improve learner motivation and focus on learning Mathematics. Teachers in school get a lot of support from Pedagogical frameworks for technology integration, which allows for various approaches to learning (Groff & Mouza, 2019).

Conceptual frameworks like Technology Pedagogical Content Knowledge, also known as TPACK, founded by Mishra and Koehler (2006) have taken the scholarship of technology integration ahead in this area. Over time, teachers, school managers, and other education enthusiasts have found it beneficial to integrate technology in education settings (Graham, 2011; Harris & Hofer, 2014; Koh, Chai, & Lee, 2015). For many experienced teachers, the development of TPACK reminds them that: Selecting, adapting, and designing learning activities, projects, and units is review work, but the awareness of how digital tools and non-digital tools can be used in the service of students' learning. Most of the technological tools applicable to teaching Mathematics are content-specific and neutral. Each conception is underpinned by themes of pedagogical strategies and students' learning processes. Methodology The qualitative approaches used to develop this research project provide it with a unique and well-confounded background rich inaccurate information.

Six classroom teachers from two public schools were randomly picked to attend to a workshop organized by the researcher. The teachers represented a blend of curriculum areas and taught various age groups. Data were collected for the school and teacher surveys, through questionnaires and interviews developed according to the standards of the International Association for the Evaluation of Educational Achievement, which is important in developing a relationship between the researcher and participants.  Teachers were also able to provide learners with effective learning opportunities, which fulfill the contextual accommodation, which is the fifth conception of the HPC framework (Reynolds, 2015). Discussion Effective technology integration in the Classroom requires adequate preparation, in theory, creativity, public learning, life expectations, and contextual accommodations (Hunter, 2015). Every conception that a teacher possesses, in terms of the knowledge base, is dependent on particular teaching practices and themes that influence the vision to embrace technology in teaching, commonly identified as High Possibility Classrooms.

Through well-articulated ideas, this research explains how teachers can embrace the HPC framework to support the teaching of Mathematics in secondary schools. Students’ learning processes while embracing technology integration were much easier with the conceptions of theory, creativity, public learning, life preparation, and contextual accommodations. Times are changing, and so are the learner's interests and instincts. Thus teachers need to find better approaches to learning programs (Fullan & Langworthy, 2014). Robinson and Aronica( 2015) add that technology integration is slowly proving to impact lessons positively according to the manner most likable by young people in secondary schools not only in Australia but across different parts of the world. Conclusion In conclusion, the research paper provides a reliable source of information, well-articulated, and professionally confounded by the works of various researchers. The integration of technology in learning programs has been and remains one of the widely discussed issues in Australian Education, with various stakeholders providing distinct opinions.

This paper performs a close, critical review of the article and locates its recommendations to enhance learning practice in an Australian Curriculum Lessons for Stage 4 (Year 7) Mathematics Problem Solving Lesson: Bryony’s Triangle (Fractions) to increase student engagement with technology integration. In this lesson, students watch the video of Bryony’s triangle, where she uses a piece of paper to make an origami flower. She poses the question of ‘What fraction is’ to the viewers, which is a great mental experience and a better way to solve fraction problems for learners. It allows them to create a flower and discuss their results with a partner. It nearly makes Mathematics part and parcel of their daily life as they form the habit to solve and discuss mathematical problems even at home. American journal of pharmaceutical Education, 74(8), 141.

Bennison, A. Goos, M. Learning to teach mathematics with technology: A survey of professional development needs, experiences, and impacts. Mathematics Education Research Journal, 22(1), 31-56. National STEM school education strategy. Canberra, ACT: Council of Australian Governments. Retrieved from http://www. educationcouncil. edu. Falkner, K. Vivian, R. Falkner, N. January). The Australian digital technologies curriculum: challenge and opportunity. Rich_Seam_ web. pdf. Groff, J. Mouza, C. A framework for addressing challenges to classroom technology use. Technology integration and high possibility classrooms: Building from TPACK. Routledge. Koh, J. Chai, C. Lee, M. Online https://www. heacademy. ac. uk/sites/default/files/resources/fp_ptl_report_0. pdf (Accessed 15 September 2014).  International Journal of Computers for Mathematical Learning. –20 Reynolds, R. Technology for teaching civics and citizenship: Insights from teacher education.  The Social Educator, 33(1), 26-38. Roschelle, J. Aronica, L. Creative schools: The grassroots revolution that's transforming Education.

Penguin books.