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Mathematics Teachers' Discussions About Educational Technologies


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Ph.D. student
University of Victoria
Graduate student
I am a Ph.D. student in the Faculty of Education at the University of Victoria. My research interest is the role of digital technology in education. I have over 6 years of experience as a middle and high school math teacher.
PhD student
University of Victoria
Graduate student
Georgina is currently taking her PhD Educational Studies in University of Victoria.
Co-author: Dr. Tim Pelton

Session description

Based on the discussions of mathematics teachers on one of the social platforms, this study reveals which digital tools teachers use the most, what kinds of problems teachers face when integrating technology into the lesson, and how teachers consider its relationship with pedagogy and content when using technology.


Mathematics teachers' discussions of educational technology use are analyzed using the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006). This framework is based on Shulman's (1986) pedagogical content knowledge framework and considers that teachers' knowledge consists of the following components: technological knowledge (TK); pedagogical knowledge (PK); content knowledge (CT); technological pedagogical knowledge (TPK); technological content knowledge (TCK); pedagogical content knowledge (PCK); technological pedagogical content knowledge (TPCK). Thus, technology, content, and pedagogy are not isolated components of teacher knowledge, and the intersection of these three components creates new perspectives for a deeper understanding of teachers' work.
Analyzing teachers' discussions of technology use from a TPACK perspective will help clarify the extent to which teachers consider pedagogy and content when integrating technology.

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The source of data in this study is Reddit, a social media platform where people can post, ask or answer questions, and participate in discussions. Users can become members of specific communities according to their interests. All communities are managed by volunteer moderators. According to Website Traffic, Ranking, Analytics [August 2022], Reddit is the 9th most visited website worldwide and 7th in the US. The US, Canada and the United Kingdom are the three countries that use this platform the most ( Website Traffic, Ranking, Analytics [August 2022], 2022). Reddit platform is free, and most posts and comments are shared publicly, so that non-members can also see these publicly shared posts. Registered members are not required to use their exact names or email addresses, helping them maintain their anonymity.
This study is a mixed-methods study and analyzes the posts and comments shared in the “mathteacher” community of 3k members at the time of data collection. The researchers downloaded data shared between February 2022 and September 2022 and analyzed the content of messages that included educational technologies. This period was specifically chosen because it includes the beginning of a new semester, the end of the same semester, and the summer vacation, so different periods may affect teachers' discussion topics and activities. The participants are mathematics teachers from diverse backgrounds and experiences.
The researchers called the main shared messages "posts" and the messages below these posts "comments". The unit of analysis is the message, so all posts and comments are coded as separate messages. Content categories are TPACK components that include technology: TK, TPK, TCK, and TPCK.
First, all messages are assigned to one of these four categories (TK, TPK, TCK, TPCK), and the quantitative part determines the percentage of all messages in each. It helps the researcher to identify the relationship between technology integration with pedagogy and content and to answer the third research question: To what extent do teachers consider pedagogy and content when integrating technology?
The qualitative part covers the identification of the most commonly used educational technologies in mathematics education and the most discussed technology use and integration issues among mathematics teachers. The results will provide updated information to all educational technology users, educators, decision-makers, especially mathematics teachers.

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Analysis of the data is not completed.
Participants shared a total of 1,130 posts and comments from February 2022 to September 2022. As of this writing, only 10% of the collected data has been analyzed: posts and comments that include educational technologies have been identified and assigned to the appropriate component of TPACK (TK, TPK, TCK, TPCK). According to the analysis of 10% of the data, 19.5% of the messages (22 out of 113) contain various technological tools, software, games, videos, websites. Of the 22 messages, 14 are related to the use of technology in teaching, while the remaining 8 messages contain not only technology, but also content and pedagogy.
As the data analyzed is only a small part of the available data, it is not yet possible to identify the most used technologies and teachers' problems, but examples of the technologies discussed are: OneNote, Khan Academy, Desmos, Latex, Power Point, Word, Google Docs, MathType, iMathEQ, IXL, You Tube.
All data is expected to be analyzed by December 2022.

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Teachers are the primary users of technology in education; therefore, their input is vital in designing educational technologies. Collecting and analyzing data from teachers' discussions through one of the widely used social media platforms allows the researcher to describe the current state of mathematics teachers' use of technology. The results will provide technology providers, coordinators, library media providers and educators with updated information on the most commonly used digital technologies. Teachers will have prior (or more detailed) information about these educational technologies and in what areas they are effective. It is helpful for educators to learn from their colleagues' experiences, challenges and successes.

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Amaya, A., Bach, R., Keusch, F., & Kreuter, F. (2021). New Data Sources in Social Science Research: Things to Know Before Working With Reddit Data. Social Science Computer Review, 39(5), 943–960.

Bergeson, K. T., & Beschorner, B. (2021). Reading Horizons: A Journal of Literacy and Reading Horizons: A Journal of Literacy and Language Arts Language Arts Preservice Teachers’ Use of the Technology Integration Planning Preservice Teachers’ Use of the Technology Integration Planning Cycle: Lessons Learned Cycle: Lessons Learned.

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de Wever, B., Schellens, T., Valcke, M., & van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers and Education, 46(1), 6–28.

Hou, H. T., Chang, K. E., & Sung, Y. T. (2009). Using blogs as a professional development tool for teachers: Analysis of interaction behavioral patterns. Interactive Learning Environments, 17(4), 325–340.

Khalid, F., Joyes, G., Ellison, L., & Daud, M. Y. (2014). Factors influencing teachers’ level of participation in online communities. International Education Studies, 7(13), 23–32.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.

Nami, F., Marandi, S. S., & Sotoudehnama, E. (2018). Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL, 30(3), 375–398. Website Traffic, Ranking, Analytics [August 2022]. (2022, September 28). Semrush. Retrieved September 30, 2022, from

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher,15(2), 4–14

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Session specifications

Online tools, apps & resources
Grade level:
Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Attendee devices:
Devices not needed
Subject area:
ISTE Standards:
For Educators:
  • Pursue professional interests by creating and actively participating in local and global learning networks.
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
  • Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.