Using video cases to encourage participants’ engagement with research and theory: Emergent pedagogies from an online course on digital technologies for mathematical learning

Abstract

In this paper we present the model behind our on-line master level module Digital Technologies for Mathematical Learning, which focuses on the teaching and learning supported by digital technologies. In our evaluation of the delivery of this module over two years, we reflect here on the emergence of two pedagogies: the online pedagogy of the tutors, ensuring that online teaching and learning is effective and the participants’ developing RiTPACK (Research Informed Technological Pedagogical Content Knowledge - our own acronym for this concept) as they start experimenting with using the digital technology in their classroom practice and linking it with the research knowledge base of the module