#
Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge
PROCEEDINGS

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

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## Abstract

This study examined the effects of a problem-based Elementary Mathematics Specialist (EMMT) Program on mathematical, technological, and pedagogical knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was used with a matched pair t-test for pre- and post-test data. The results revealed statistical significant gains with good effect sizes. The data shows that growth in TPACK knowledge flourished in this content-based program emphasizing technology, critical thinking, problem solving, creativity, and cognitive development.

## Citation

Bos, B. & Lee, K. (2012). Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4664-4671). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from https://www.learntechlib.org/primary/p/40346/.

### Keywords

## References

- Abbitt, J.C. (2011). A case study investigation of student use of technology tools in a collaborative learning project. Journal of Technology Integration in the Classroom, 2(1), 5-14
- Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52(1), 154-168.
- Archambault, L.M., & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers& Education, 55(4), 1656-1662.
- Association of Mathematics Teacher Educators. (2010). Standards for elementary mathematics specialists: A 9/28/11
- Ball, D.L., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
- Campbell, P.F., & Malkus, N.N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School, 113(3), 430-544.
- Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge. Educational Technology& Society, 13 (4), 63– 73.
- Conlon, T., & Simpson, M. (2003). Silicon Valley versus Silicon Glen: The impact of computers upon teaching and learning: A comparative study. British Journal of Educational Technology, 34(2), 137-150.
- Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
- Desimone, L.M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71.
- Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers& Education, 54, 350-359.
- Gerretson, H., Bosnick, J., & Schofield, K. (2008). Promising practice: A case for content specialists as the elementary classroom teacher. The Teacher Educator Journal, 43(4), 302– 14.
- Hill, H.C., & Ball, D.L. (2004). Learning mathematics for teaching: Results from California ’ s mathematics professional development institutes. Journal for Research in Mathematics Education, 35 (5), 330-351.
- Kenny, D.T., & Faunce, G. (2004). Effects of academic coaching on elementary and secondary students. Journal of Educational Research, 98(2), 115-126.
- Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers& Education, 49(3), 740-762.
- McGatha, M. (2008). Levels of engagement in establishing coaching relationships. Teacher Development, 12(2), 139 − 150.
- Mishra, P., & Koehler, M.H. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- National Mathematics Advisory Panel. (2008). Foundations for success: Final report of the National Mathematics
- 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.
- Sailors, M. & Shanklin, N. (2010). Introduction: Growing evidence to support coaching in literacy and mathematics. Elementary School Journal, 111(1), 106.
- Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological pedagogical content knowledge (TPACK), The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Vockley, M. (2008). Maximizing the impact: The pivotal role of technology in a 21st century education system. Retrieved from http://www.setda.org/web/guest/maximizingimpactreport
- Wu, H.H. (2009). What’ s so sophisticated about elementary mathematics: Plenty— need math teachers. American Educator, 32(3), 4– 14.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.