The Development of Technological Pedagogical Content Knowledge in “Technology, Pedagogy and Mathematics” Courses in the U.S.

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Leatham, K. (2008). The Development of Technological Pedagogical Content Knowledge in “Technology, Pedagogy and Mathematics” Courses in the U.S. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5277-5283). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28117.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Keith Leatham, Brigham Young University, United States

Abstract

Primary, secondary and minor components of Technological Pedagogical Content Knowledge (TPCK), derived from the literature, are described. An analysis of the course objectives of 28 Teaching, Pedagogy and Mathematics (TPM) courses was conducted in order to determine the extent to which TPM courses were aligned with the TPCK framework. Although almost all of the components of the TPCK framework were present in the course objectives, significant variation was found. Several additional TPCK components are proposed based on the TPM data. The paper calls on teacher educators to further elucidate the components of TPCK, to argue for their relative value, and to be more explicit about these valued components in our teacher education courses.

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