You are here:

Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions
ARTICLE

, , College of Staten Island / CUNY, United States

Journal of Technology and Teacher Education Volume 22, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning namely, Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology developed by Schmidt et al (2009) was used to measure pre-service teachers’ perceptions of knowledge. A paired t-test revealed that upon completion of the course requirements, students perceived to have had significant gains in each of the domains of teacher knowledge addressed in the course - effect sizes were large (between .69 and 1.10). Further, significant gains were also found in the area of Pedagogical Content Knowledge (PCK) but with moderate effect size.

Citation

Tournaki, N. & Lyublinskaya, I. (2014). Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions. Journal of Technology and Teacher Education, 22(2), 243-259. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 21, 2019 from .

View References & Citations Map

Cited By

  1. Gamifying TPACK: The Application of a Design-Based Teaching Strategy to Enhance Teachers’ Intrinsic Motivation toward Effective Technology Integration

    Daniah Alabbasi, King Saud University, Saudi Arabia

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2269–2279

  2. Comparison of Technology Use Between Biology and Physics Teachers in a 1:1 Laptop Environment

    Simon J. Crook, Manjula D. Sharma & Rachel Wilson, University of Sydney, Australia

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 126–160

  3. Examining the Relationship between Self and External Assessment of TPACK of Pre-Service Special Education Teachers

    Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3331–3337

  4. Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course

    Aleksandra Kaplon-Schilis, CUNY, The Graduate Center, United States; Irina Lyublinskaya, CUNY, College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3296–3303

  5. TPACK for Teaching Mathematics and Science and Differentiation of Instruction: Case Study with Pre-service Special Educators

    Nelly Tournaki & Irina Lyublinskaya, CUNY College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3004–3011

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.