Key Instructional Strategies in Support of a Community of Learners in an Online Master’s Program Directed Toward Developing Technological Pedagogical Content Knowledge

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Niess, M. & Gillow-Wiles, H. (2012). Key Instructional Strategies in Support of a Community of Learners in an Online Master’s Program Directed Toward Developing Technological Pedagogical Content Knowledge. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 713-720). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39656.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

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

Abstract

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) for teaching mathematics and science. This descriptive analysis of the various instructional strategies directed toward the identification of ‘best practices in online instruction’ was supported by the inservice teacher participants’ reflections and interviews on how the individual and collectives strategies supported their learning. Analysis of the collective strategies identified cognitive, social, and teaching presences existing in the virtual community of learners. The results resulted in recommendations for online course environments in science and mathematics education graduate coursework for meeting teachers’ TPACK educational needs in an online graduate environment.

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