You are here:

Examining Teachers’ Enactment of Technological Pedagogical and Content Knowledge (TPACK) in their Mathematics Teaching after Technology Integration Professional Development
ARTICLE

, UNC Charlotte, United States

JCMST Volume 30, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers’ understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD) project designed to support technology integration. Inductive analyses of classroom observations and interviews indicate that both teachers were able to enact aspects of TPACK in their classroom. However, teachers’ use of technology only developed students’ higher-order thinking skills and conceptual understanding in limited ways. Implications for future professional development projects and the TPACK model are also discussed.

Citation

Polly, D. (2011). Examining Teachers’ Enactment of Technological Pedagogical and Content Knowledge (TPACK) in their Mathematics Teaching after Technology Integration Professional Development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

Keywords

View References & Citations Map

Cited By

  1. Using lesson plans as a proxy for teacher technology integration practices in math and science using TPACK: A transferrable research design

    Kara Dawson & Albert Ritzhaupt, University of Florida, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1398–1404

  2. Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge

    Beth Bos & Kathryn Lee, Texas State University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4664–4671

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.