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This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., (e.g., 1, 2) for general technology integration. In this paper our aim was to focus on the students' experience of the shift in the classroom dynamic and examine how students felt about the teacher's demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers. |
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