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The Development of Technological Pedagogical Content Knowledge in “Technology, Pedagogy and Mathematics” Courses in the U.S.
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, Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Primary, secondary and minor components of Technological Pedagogical Content Knowledge (TPCK), derived from the literature, are described. An analysis of the course objectives of 28 Teaching, Pedagogy and Mathematics (TPM) courses was conducted in order to determine the extent to which TPM courses were aligned with the TPCK framework. Although almost all of the components of the TPCK framework were present in the course objectives, significant variation was found. Several additional TPCK components are proposed based on the TPM data. The paper calls on teacher educators to further elucidate the components of TPCK, to argue for their relative value, and to be more explicit about these valued components in our teacher education courses.

Citation

Leatham, K. (2008). The Development of Technological Pedagogical Content Knowledge in “Technology, Pedagogy and Mathematics” Courses in the U.S. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5277-5283). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

Keywords

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