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

, Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Niess, M. (2008). Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK). In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5297-5304). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2019 from .

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