Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers
Handal Boris, The University of Notre Dame Australia, Australia ; Chris Campbell, The University of Queensland, Australia, Australia ; Michael Cavanagh, Peter Petocz, Macquarie University, Australia, Australia ; Nick Kelly, The University of Sydney, Australia
CITE Journal Volume 13, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The instrument consisted of three major theoretically based constructs: technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK). Results indicated that PowerPoint and Excel constitute the two TCK modal technological capabilities while TPK scores revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum, such as creating digital assessment formats. TPCK-M scores seem to suggest a healthy standard in teachers’ technological skills across a variety of mathematics education goals. However, the magnitude of such influence in practice needs to be further ascertained, given that the study identified a number of instructional, curricular, and organizational factors seriously inhibiting the integration of technology into teaching and learning. In general, to take advantage of more novel learning technologies, teachers need to be trained in working with online tools (webquests, wikis), mobile learning, and interactive whiteboards and in authoring digital learning resources.
Boris, H., Campbell, C., Cavanagh, M., Petocz, P. & Kelly, N. (2013). Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers. Contemporary Issues in Technology and Teacher Education, 13(1), 22-40. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2013 Society for Information Technology & Teacher Education
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Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduate-level Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study
Fan Ouyang, University of Minnesota, United States
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Boris Handal, The University of Notre Dame Australia, Australia; Robert Ritter, The University of Alberta, Canada; David Marcovitz, Loyola University Maryland, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 796–801
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