Learning to Teach Geometry with Technology: A Case Study of One In-Service Teacher’s Technological Pedagogical Content Knowledge
Ewelina McBroom, Texas State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
In today’s information-age world, teachers are strongly encouraged to use technology in classroom instruction. By using a technological pedagogical content knowledge framework, this case study examined how one teacher developed knowledge for teaching geometry with technology and how she used that knowledge in her classroom instruction. Multiple sources of data were collected to aid in identifying the levels of knowledge that the teacher exhibited during her first year of using dynamic geometry software in teaching. Results suggest that much time is needed in order to teach effectively with technology and professional development is crucial.
McBroom, E. (2011). Learning to Teach Geometry with Technology: A Case Study of One In-Service Teacher’s Technological Pedagogical Content Knowledge. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2427-2432). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/39093/.
© 2011 Association for the Advancement of Computing in Education (AACE)
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