Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)

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Niess, M. (2008). Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK). In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5297-5304). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28121.

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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

Margaret Niess, Oregon State University, USA

Abstract

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 of their students in technology-enhanced classroom environments, (2) assessing initial and extended teacher education programs, and (3) educational accreditation programs, such as NCATE, to clarify directions for improving all teacher education programs. Multiple research efforts have been directed at preparing mathematics teachers to teach with technologies. Substantial qualitative differences in their TPACK have been revealed. Analysis of the differences mathematics teachers' TPACK from these programs revealed five incrementally increasing levels of TPACK: recognizing, accepting, adapting, exploring and advancing. A pooled data analysis of multiple and varied in-service teacher education programs in developing mathematics teachers' TPACK resulted in extended descriptions for each of these TPACK levels.

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• Testing a TPACK-Based Technology Integration Assessment Rubric
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• Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
• An Elaborated Model of the TPACK Framework

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