Search results for author:"Gladis Kersaint"
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University of South Florida
Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 4 (December 2007) pp. 256–278
This article describes a technology integration course planning assignment that was developed to enhance preservice teachers' technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to...
Journal of Technology and Teacher Education Vol. 11, No. 4 (2003) pp. 549–577
Using survey methodology, this study examined the beliefs and practices of mathematics teacher educators (MTEs) regarding the integration of technology in their teacher education programs. In addition, the relationship among MTEs' beliefs about the...
Contemporary Issues in Technology and Teacher Education - Math
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 1 (2004) pp. 23–34
This paper outlines the efforts of two mathematics teacher educators in their use of online videos to expose their elementary preservice teachers to examples of reform teaching, as espoused by the National Council of Teachers of Mathematics. The...
Contemporary Issues in Technology and Teacher Education Vol. 2, No. 2 (2002) pp. 136–143
As the newly appointed coeditors of the mathematics section of this journal, we begin our tenure with an editorial highlighting some of the needs related to technology and mathematics teacher education and reminding readers of the mission of the...
Technology to Enhance Mathematics and Science Instruction: Changes in Teacher Perceptions after Participating in a Yearlong Professional Development Program
Journal of Computers in Mathematics and Science Teaching Vol. 33, No. 1 (January 2014) pp. 73–101
The purpose of this study is to examine the extent to which teachers of mathematics or science who were engaged in a year-long initiative to help them integrate technological tools were (a) familiar with generic and mathematics- or science-specific ...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 6 (August 2007) pp. 775–794
Ajzen's Theory of Planned Behavior is used to examine continuing teachers’ plans to remain or resign and the likelihood of resigned teachers to return to teaching in the next 3 years. Specifically, this study examined factors that encourage or...
Teachers' statistical problem solving with dynamic technology: Research results across multiple institutions
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 3 (September 2012) pp. 286–307
This study examined a random stratified sample (n = 62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. The authors considered how teachers utilized their statistical knowledge and...
Mentoring & Tutoring: Partnership in Learning Vol. 19, No. 1 (February 2011) pp. 25–44
This study investigated outcomes (achievement, attitude, and retention) of college algebra students who had access to an online tutoring resource using a pre-posttest control group design. Students in the experimental groups were provided access to...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4925–4938
This paper received the National Technology Leadership Initiative award for Best Research Paper at the 2012 conference of the Association of Mathematics Teacher Educators. The study examined a random stratified sample (n=62) of prospective teachers'...
Journal of Science Education and Technology Vol. 25, No. 6 (2016) pp. 961–975
From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before promotion to ninth grade. The ePEP helped them identify programs of study and required high school...
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...
Hollylynne S. Lee; Gladis Kersaint; Suzanne R. Harper; Shannon O. Driskell; Dusty L. Jones; Keith R. Leatham; Robin L. Angotti; Kwaku Adu-Gyamfi
Statistics Education Research Journal Vol. 13, No. 1 (May 2014) pp. 25–52
This study examined a random stratified sample (n = 62) of teachers' work across eight institutions on three tasks that utilized dynamic statistical software. We considered how teachers may utilize and develop their statistical knowledge and...