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Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program PROCEEDINGS

, , Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers in rural areas have limited access to subject specific professional development and advanced degrees. They need ways to prepare for meeting new and emerging challenges requiring knowledge of content, pedagogy, and technologies in order to reflect new ways of thinking about teaching. A new distance education Master's degree program was designed to focus on deepening mathematical and science content knowledge as well as integrating technologies for teaching and learning in these content areas. This descriptive study explores how development of a virtual community of learners and an electronic portfolio guide participants' implementation in their classrooms of the knowledge and skills envisioned in the construct of technological, pedagogical, and content knowledge (TPACK). Analysis demonstrates ways the community of learners and portfolios provide a valid and reliable avenue for teachers to illustrate their understanding of the interplay among technology, pedagogy, and content.

Citation

Niess, M. & Gillow-Wiles, H. (2010). Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3911-3919). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from .

Keywords

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Cited By

  1. Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK

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

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2074–2083

  2. Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

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