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Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies
PROCEEDINGS

, , Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This multiple case descriptive study examines the influence of a learning trajectory designed toward developing teachers’ technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The researcher-conjectured learning trajectory embeds tasks with specific instructional strategies to engage ten K-12 in-service teacher participants in experiences designed for learning mathematics and science with these technologies. This rich description demonstrates the influence of how a researcher-conjectured learning trajectory situated in a social metacognitive-constructivist instructional framework influenced participants’ thinking about their own thinking about learning mathematics/science and their thinking about the curriculum, instruction and their students’ thinking and understanding when learning with these technologies. The result is an explanatory framework that interweaves descriptive tasks with specific instructional strategies that influence teachers’ TPACK transformations.

Citation

Niess, M. & Gillow-Wiles, H. (2013). Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 864-871). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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