Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)
PROCEEDINGS
Kwangho Lee, Gogot Suharwoto, Maggie Niess, Pejmon Sadri, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Research is needed to identify and clarify ways to prepare inservice teachers in developing technology pedagogical content knowledge (TPCK) - the intersection of knowledge of mathematics with knowledge of technology (spreadsheets) and with teaching and learning - if they are to integrate technology in their classrooms. This professional development program guided teachers in learning about spreadsheets through the development of mathematical concepts, planning for teaching mathematics with spreadsheets, practicing teaching mathematics with spreadsheets. In their actual teaching situations, the teachers identified the specific activities that guided their planning and teaching mathematics with spreadsheets as well as factors that affected their efforts in teaching mathematics with spreadsheets. Teachers' knowledge of mathematics contributed their ability to identify good problems for integrating spreadsheets.
Citation
Lee, K., Suharwoto, G., Niess, M. & Sadri, P. (2006). Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge). In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3750-3765). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/22684/.
Keywords
References
View References & Citations Map- Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), P. 473-498.
- Borko, H. & Putnam, T. (1996). Learning to teach. In D.C. Berliner, & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York, NY: Simon& Schuster Macmillan.
- Feist, L. (2003, June). Removing barriers to professional development. T.H.E. Journal Online Technological Horizons in Education, Retrieved June 6, 2005, from http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=4442 Grossman, P.L. (1989). A study in contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education (40(5), P. 24-31.
- Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
- Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Mathematics Education, 21, P. 372-387.
- Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert-novice distinction. Journal for Research in Mathematics Education 41 (3), P. 3-11.
- Margerum-Leys, J. & Marx, R.W. (2004). The nature and sharing of teacher knowledge of technology in a student teachers/mentor teacher pair. Journal of Teacher Education, 55(5), P. 421-437.
- Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), pg. 509-523.
- Niess, M.L. (2005). Scaffolding Math Learning with Spreadsheets, Learning and Leading with Technology, 32 (5), pg 24-25, 48.
- Pierson, M.E. (2001). Technology integration practices as function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), P. 413-429.
- Rogers, E. (1995). Diffusion of innovations. New York, NY: The Free Press of Simon& Schuster Inc.
- Shreiter, B & Ammon, P. (1989). Teachers’ thinking and their use of reading contracts. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References