The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld
Irina Lyublinskaya, Nelly Tournaki, CUNY College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A year-long PD program was provided to four teachers teaching integrated algebra in a New York City Title I public school. The PD comprised teacher authoring of a curriculum that incorporated TI-Nspire? technology. Teacher TPACK levels of development were measured through a TPACK Levels Rubric, created and validated by the authors. The rubric was used to assess the teachers’ written artifacts and observed behaviors. Results indicated that the pattern of change in a given teacher’s TPACK level over the period of a school year was non-linear. The classroom teaching was either at the same level or lower than the TPACK level of the corresponding lesson plan. The students performed better in the courses taught by the teachers with higher TPACK.
Lyublinskaya, I. & Tournaki, N. (2011). The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4396-4401). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Teaching Geometry In The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels
Enver Tatar, Atatürk University, Turkey; Ruhşen Aldemir, Kafkas University, Turkey; Margaret Niess, Oregon State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 111–129
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