Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
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This study explored the development of technological pedagogical content knowledge (TPCK) in six preservice teachers participating in microteaching lesson study (MLS), focusing on their decisions related to incorporating a technological tool in a content lesson. In MLS (Fernández, 2005), preservice teachers worked in small groups through repetitive cycles of microteaching, reflecting, and modifying a group lesson. Findings indicate that the preservice teachers developed an awareness of the nuances of teaching with technology in a student-centered learning environment, recognized that traditional methods of teaching such as sequencing, pacing and written directions took on special characteristics when technology was involved, experienced a shift in mathematical knowledge from a more procedural to a more conceptual view of technology enhanced mathematics, and experienced working with their peers, gaining practical experience applicable toward future school-based instruction.
Cavin, R. (2008). Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5214-5220). Chesapeake, VA: AACE. Retrieved December 21, 2013 from http://www.editlib.org/p/28106.