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Author=Gladis Kersaint

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Gladis Kersaint, University of South Florida, USA

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Technology Beliefs and Practices of Mathematics Education Faculty
Journal of Technology and Teacher Education (JTATE) 11:4 , 2003

Gladis Kersaint, University of South Florida, USA

Using survey methodology, this study examined the beliefs and practices of mathematics teacher educators (MTEs) regarding the integration of technology in their teacher education programs. In addition, the relationship among MTEs' beliefs about the...

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Editorial: Continuing the Dialogue on Technology and Mathematics Teacher Education
Contemporary Issues in Technology and Teacher Education (CITE Journal) 2:2 , 2002

Denisse Thompson & Gladis Kersaint, University of South Florida, USA

As the newly appointed coeditors of the mathematics section of this journal, we begin our tenure with an editorial highlighting some of the needs related to technology and mathematics teacher education and reminding readers of the mission of the...

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Creating a Vision for the Standards Using Online Videos in an Elementary Mathematics Methods
Contemporary Issues in Technology and Teacher Education (CITE Journal) 4:1 , 2004

Matt Kellogg, Clearwater Christian College, USA; Gladis Kersaint, University of South Florida, USA

This paper outlines the efforts of two mathematics teacher educators in their use of online videos to expose their elementary preservice teachers to examples of reform teaching, as espoused by the National Council of Teachers of Mathematics. The...

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Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment
Contemporary Issues in Technology and Teacher Education (CITE Journal) 7:4 , December 2007

Gladis Kersaint, University of South Florida, USA

This article describes a technology integration course planning assignment that was developed to enhance preservice teachers' technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to...

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Mathematics Teacher TPACK Standards and Development Model
Contemporary Issues in Technology and Teacher Education (CITE Journal) 9:1 , March 2009

Margaret L. Niess, Oregon State University, USA; Robert N. Ronau, University of Louisville, USA; Kathryn G. Shafer, Ball State University, USA; Shannon O. Driskell, University of Dayton, USA; Suzanne R. Harper, Miami University, USA; Christopher Johnston, George Mason University, USA; Christine Browning, Western Michigan University, USA; S. Asli Özgün-Koca, Wayne State University, USA; Gladis Kersaint, University of South Florida, USA

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and...

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