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Using TPCK as a lens to study the practices of math and science teachers involved in a year-long technology integration initiative
ARTICLE

, , , , , University of Florida, United States

JCMST Volume 32, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content Knowledge (TPCK) (Mirshra & Koehler, 2006) as a framework to explore the technology integration practices of math and science teachers as evidenced through lesson plans submitted at the beginning and end of a one-year technology integration effort. Results demonstrate math and science teachers use a wide array of technologies in their classroom practices, but mostly presentation software and Internet browsers. Most lesson plans could be characterized as low level cognitive demand, in which students had to recall or remember factual information. Though teachers demonstrated growth over the year, most lesson plans were at a lower level of classroom technology integration. These findings have several implications for both theory and practice. A complete discussion is provided.

Citation

Dawson, K., Ritzhaupt, A., Liu, F., Rodriguez, P. & Frey, C. (2013). Using TPCK as a lens to study the practices of math and science teachers involved in a year-long technology integration initiative. Journal of Computers in Mathematics and Science Teaching, 32(4), 395-422. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2019 from .

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Cited By

  1. TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe

    Sonia Lefebvre, Ghislain Samson, Alexandre Gareau & Nancy Brouillette

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 5 (Dec 31, 2016)

  2. Using lesson plans as a proxy for teacher technology integration practices in math and science using TPACK: A transferrable research design

    Kara Dawson & Albert Ritzhaupt, University of Florida, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1398–1404

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