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Blending Pedagogical Examinations and Discourse with Teachers’ Practical Experiences for TPACK Transformation
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, , Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

To assist in-service teachers in integrating technologies as mathematics learning tools, different course designs frame the relationship among the content, pedagogy, and technology. This study examined the influence of an online course on teachers’ technological pedagogical content knowledge (TPACK) for teaching mathematics with technology. An online instructional strategies course blends community-of-learners’ inquiries and collaborations with teachers’ practice and reflections as they design, implement, and assess the impact of teaching with technologies in their classrooms. The examination reveals nine mathematics in-service teachers’ TPACK transformations as they compiled Scoop Notebooks of their teaching and also engaged in community-of-learners’ explorations, discourse, and reflective examinations of reform-based, student-centered instructional strategies. Implications highlight strategies for teacher professional development that influences transformations in their TPACK.

Citation

Niess, M. & Gillow-Wiles, H. (2016). Blending Pedagogical Examinations and Discourse with Teachers’ Practical Experiences for TPACK Transformation. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2989-2995). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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