Paths of integration of digital resources for geometry by two primary-school teachers

Abstract

This paper reports some results of a study on how Colombian primary-school teachers, experienced in the use of technological tools, integrate digital resources into their practice. Specifically, we investigate the processes of selection and integration (including appropriation and orchestration) of these resources in the teaching of geometry. We aim to illustrate the potential paths (along with associated criteria) that teachers follow when selecting and integrating digital resources into their practice, using the Documentational Approach to Didactics. Accordingly, we present case studies of a 1st-grade teacher and a 5th-grade teacher, which describe their paths during their respective geometry lessons. The paths followed by the teachers were influenced by their knowledge and beliefs regarding the utilisation of digital technology resources and the potential student engagement with such resources. All these aspects come into play as teachers select and orchestrate digital resources. Our empirical data analysis enabled us to infer several criteria for resource selection and levels of orchestration and appropriation manifested by the teachers as they integrated digital resources into their classes. This work can provide valuable insights for further exploration of how teachers integrate digital resources, and can contribute to the development of professional development programmes.