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Key Research Questions for Information Technology in the Core Disciplines, Part 1
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Gerald Knezek & Rhonda Christensen, University of North Texas, USA; John Park, North Carolina State University, USA; Joe Garofalo, University of Virginia, USA; Margaret Niess, Oregon State University, USA; David Hicks, Virginia Tech, USA; Janet Swenson, Michigan State University, USA

This symposium features presentations led by SITE Vice Presidents (VPs) from the disciplines of Science, Math, Social Studies, English and Early Childhood. The focus is on key research questions for information technology in the core disciplines....

Preparing Preservice Teachers to Teach Mathematics With Technology - Developing a TPCK
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Margaret Niess, Oregon State University, USA

The challenge for mathematics teacher educators is to identify teacher preparation programs that lead toward the development of technology pedagogical content knowledge (TPCK). TPCK is an important body of knowledge for teaching mathematics that...

Preparing Teachers to Teach Mathematics with Technology: Key Issues, Concerns and Research Questions
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Margaret Niess, Oregon State University, USA; Joe Garofalo, University of Virginia, USA

With formal approval of its Technology Position Statement, the Association of Mathematics Teacher Educators (AMTE) identified the importance of assuring that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge ...

Guest Editorial: Preparing Teachers to Teach Mathematics With Technology
Contemporary Issues in Technology and Teacher Education (CITE Journal) 6:2 , June 2006

Margaret L. Niess, Oregon State University, USA

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge (TPCK). TPCK is an important body of knowledge for...

Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
Society for Information Technology & Teacher Education International Conference (SITE) 2007:1 , Mar 26, 2007

Margaret Niess, Oregon State Univ., USA

Research is needed to identify professional development for mathematics teachers in their process of learning to integrate spreadsheets as a mathematical learning tool. Technology pedagogical content knowledge (TPCK) describes the way of teachers'...

SITE Input for Mathematics TPACK Standards
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Kathryn Shafer, Bethel College, USA; Margaret Niess, Oregon State University, USA

This panel continues a task started at the Association of Mathematics Teacher Educators' 2008 annual conference, in which the technology committee began work on the development of TPCK standards for mathematics education. The goal is a set of...

Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
Society for Information Technology & Teacher Education International Conference (SITE) 2008:1 , Mar 03, 2008

Margaret Niess, Oregon State University, USA

In-service teacher education programs are currently focused on developing teachers' TPACK. With the newness of the TPACK framework, clearer descriptions are needed to guide teacher educators in (1) assessing teachers' progress in meeting the needs...

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...

Mathematics Teacher TPACK Standards and Revising Teacher Preparation
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

Margaret Niess, Oregon State University, USA; Christine Browning, Western Michigan University, USA; Shannon Driskell, University of Dayton, USA; Christopher Johnston, George Mason University, USA; Rachel Harrington, Western Oregon University, USA

An overarching construct called TPACK has been proposed as the interconnection and intersection of technology, pedagogy and content knowledge. Mathematics Teacher TPACK Standards and a Mathematics Teacher TPACK Development Model are proposed for...

Teaching with Digital Video in the Mathematics Classroom
Society for Information Technology & Teacher Education International Conference (SITE) 2009:1 , Mar 02, 2009

Margaret Niess, Oregon State University, USA; Joe Garofalo, Univesrity of Virginia, USA; Janet Walker, Indiana University of Pennsylvania, USA

Today’s mathematics teachers must adapt their teaching and learn to incorporate interactive, dynamic technologies such as digital videos in ways that communicate the information in ways familiar to how today’s students learn and communicate. ...

Fostering a Community of Learners in an Online Master’s Program Directed Toward K-12 Teachers in Integrating Technologies in Mathematics Education and Science Education
Society for Information Technology & Teacher Education International Conference (SITE) 2010:1 , Mar 29, 2010

Margaret Niess & Emily van Zee, Oregon State University, USA

This qualitative descriptive study examines strategies for fostering a community of learners in an online Master’s program in mathematics education and science education. Multiple cases analyses describe in-service teachers’ work in the community of ...

Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program
Society for Information Technology & Teacher Education International Conference (SITE) 2010:1 , Mar 29, 2010

Margaret Niess & Henry Gillow-Wiles, Oregon State University, USA

Teachers in rural areas have limited access to subject specific professional development and advanced degrees. They need ways to prepare for meeting new and emerging challenges requiring knowledge of content, pedagogy, and technologies in order to...

Guest Editorial: Digital Videos as Tools for Learning Mathematics
Contemporary Issues in Technology and Teacher Education (CITE Journal) 10:1 , March 2010

Margaret L. Niess, Oregon State University, USA; Janet M. Walker, Indiana University of Pennsylvania, USA

As we move into the teen years of the 21st century, advanced digital technologies are significantly changing the nature of the culture as well as the way mathematicians think about and do mathematics. Has this change shifted how students today are...

Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics Teaching With Technologies
Society for Information Technology & Teacher Education International Conference (SITE) 2011:1 , Mar 07, 2011

Margaret Niess, Emily van Zee, Henry Gillow-Wiles & Nancy Staus, Oregon State University, USA

This primarily online Master's degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method,...

Global Positioning Systems (GPS), Motion Detectors and Spreadsheets Enhance K-8 Teachers’ Mathematics Proficiency in the Context of Mathematical Functions
Society for Information Technology & Teacher Education International Conference (SITE) 2011:1 , Mar 07, 2011

Margaret Niess & Nancy Staus, Oregon State University, USA; Henry Gillow-Wiles, Oergon State University, USA

This case study, interpretive research exposed the effects of learning about mathematical functions through explorations with Global Position Systems (GPS), motion detectors, spreadsheets and descriptions in a documentary website have on enhancing...

Probeware and Web-Design Communication Enhance K-8 Teachers’ Scientific Proficiency in the Context of Thermal Phenomena
Society for Information Technology & Teacher Education International Conference (SITE) 2011:1 , Mar 07, 2011

Margaret Niess, Oregon State University, USA; Emily van Zee, Oregon State Univesity, USA; Henri Jansen, Henry Gillow-Wiles & Nancy Staus, Oregon State University, USA

This case study, interpretive research examined the effects that learning about thermal phenomena through explorations with temperature probes and documentary websites have on enhancing the K-8 teacher-participants’ scientific proficiencies....

Key Instructional Strategies in Support of a Community of Learners in an Online Master’s Program Directed Toward Developing Technological Pedagogical Content Knowledge
Society for Information Technology & Teacher Education International Conference (SITE) 2012:1 , Mar 05, 2012

Margaret Niess & Henry Gillow-Wiles, Oregon State University, USA

This qualitative, design-based research examined the instructional strategies designed to engage a virtual community of learners in an online Master’s degree course focused on developing teachers’ technological pedagogical content knowledge (TPACK)...

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