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Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program

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Niess, M. & Gillow-Wiles, H. (2010). Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3911-3919). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33990.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Margaret Niess, Henry Gillow-Wiles, Oregon State University, United States

Abstract

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 reflect new ways of thinking about teaching. A new distance education Master's degree program was designed to focus on deepening mathematical and science content knowledge as well as integrating technologies for teaching and learning in these content areas. This descriptive study explores how development of a virtual community of learners and an electronic portfolio guide participants' implementation in their classrooms of the knowledge and skills envisioned in the construct of technological, pedagogical, and content knowledge (TPACK). Analysis demonstrates ways the community of learners and portfolios provide a valid and reliable avenue for teachers to illustrate their understanding of the interplay among technology, pedagogy, and content.

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