Logo Learning Tools Build Informal Geometry Ideas: Part I

Margaret L. Niess

Computing Teacher Vol. 15, No. 8 (1988) pp. 11–15

Description of the use of Logo for teaching geometry is the first in a two-part series on the development of Logo tools for doing middle school mathematics. The learning process is discussed, and examples of activities integrating Logo with teacher...

Investigating TPACK: Knowledge Growth in Teaching with Technology

Margaret L. Niess

Journal of Educational Computing Research Vol. 44, No. 3 (2011) pp. 299–317

Technological pedagogical and content knowledge (TPACK) presents a dynamic framework for describing teachers' knowledge required for designing, implementing, and evaluating curriculum and instruction with technology. TPACK strategic thinking...

Models that Teach about the Computer: Logo, the Computer's Memory, and Disk Storage

Margaret L. Niess

Computing Teacher Vol. 16, No. 9 (1989) pp. 15–16

This is the third in a series of articles discussing models that can be used to help students visualize the interaction of computer hardware and software. It focuses on a demonstration of how the computer works when the LOGO programing language has...

Models that Teach about the Computer: AppleWorks and ProDOS, the Computer's Memory and Disk Storage

Margaret L. Niess

Computing Teacher Vol. 17, No. 1 (1989) pp. 8–12

This final article in a series on creating models for teaching about computer memory and disk storage and retrieval focuses on AppleWorks software and the Professional Disk Operating System (ProDOS). Instructions for creating a paper model of the...

Preparing Computer-using Educators for the 90s

Margaret L. Niess

Journal of Computing in Teacher Education Vol. 7, No. 2 (1990) pp. 11–14

Researchers examined the preparation of computer-using educators in the 1990s and developed a set of competencies necessary for elementary, middle, and high school teachers using computers, noting teachers must have more than just knowledge of the...

Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

Margaret L. Niess

Journal of Educational Computing Research Vol. 48, No. 2 (2013) pp. 173–198

Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings...

Logo Learning Tools and Motion Geometry

Margaret L. Niess

Journal of Computers in Mathematics and Science Teaching Vol. 8, No. 1 (1988) pp. 17–24

Considers activities that use LOGO to slide, turn, and flip the "turtle." Uses non-LOGO tools such as cutouts, pattern blocks, and tangrams to enhance the motion work. Provides examples and programs with explanations. (MVL)

Computer-Using Teachers in a New Decade

Margaret L. Niess

Education and Computing Vol. 7, No. 3 (1991) pp. 151–56

Guideline competencies were developed for elementary, middle school, and high school teachers, computer teachers, and curriculum coordinators and compared with earlier guideline competencies. This comparison suggests major revisions in teacher...

Guest Editorial: Preparing Teachers to Teach Mathematics With Technology

Margaret L. Niess

Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 195–203

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge (TPCK). TPCK is an important body of knowledge for...

Topics: Professional Development, Teachers, Educational Technology, Mathematics

Guest Editorial: Digital Videos as Tools for Learning Mathematics

Margaret L. Niess; Janet M. Walker

Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 100–105

As we move into the teen years of the 21st century, advanced digital technologies are significantly changing the nature of the culture as well as the way mathematicians think about and do mathematics. Has this change shifted how students today are...

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development

Margaret L. Niess; Emily H. van Zee; Henry Gillow-Wiles

Journal of Digital Learning in Teacher Education Vol. 27, No. 2 (2011) pp. 42–52

Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their...

A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968-2009

Robert N. Ronau; Christopher R. Rakes; Sarah B. Bush; Shannon O. Driskell; Margaret L. Niess; David K. Pugalee

American Educational Research Journal Vol. 51, No. 5 (October 2014) pp. 974–1006

We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the...

Mathematics Teacher TPACK Standards and Development Model

Margaret L. Niess; Robert N. Ronau; Kathryn G. Shafer; Shannon O. Driskell; Suzanne R. Harper; Christopher Johnston; Christine Browning; S. Asli Özgün-Koca; Gladis Kersaint

Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 4–24

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and...

Topics: Educational Technology, Preservice Teacher Education, Professional Development, Mathematics, Teachers