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TPACK for Teaching Mathematics and Science and Differentiation of Instruction: Case Study with Pre-service Special Educators
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, , CUNY College of Staten Island, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this paper, we argue that the TPACK framework (TPACK, Mishra & Koehler, 2006) can be used to develop excellence in teaching in a variety of classrooms, which includes differentiation of instruction. In order to examine how the quality of differentiation changes as TPACK improves, 150 lesson plans of pre-service special educators were assessed using TPACK Levels Rubric (Lyublinskaya & Tournaki, 2012). Two lesson plans were randomly selected at each level of TPACK (with total of eight) and examined for evidence of differentiation of instruction. The study describes how strategies used for differentiation parallel the levels of TPACK that were achieved by each participant.

Citation

Tournaki, N. & Lyublinskaya, I. (2015). TPACK for Teaching Mathematics and Science and Differentiation of Instruction: Case Study with Pre-service Special Educators. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3004-3011). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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