Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers
ARTICLE
Handal Boris, The University of Notre Dame Australia, Australia ; Chris Campbell, The University of Queensland, Australia, Australia ; Michael Cavanagh, Peter Petocz, Macquarie University, Australia, Australia ; Nick Kelly, The University of Sydney, Australia
CITE Journal Volume 13, Number 1, ISSN 15285804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30item instrument called TPCKM. The instrument consisted of three major theoretically based constructs: technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK). Results indicated that PowerPoint and Excel constitute the two TCK modal technological capabilities while TPK scores revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum, such as creating digital assessment formats. TPCKM scores seem to suggest a healthy standard in teachers’ technological skills across a variety of mathematics education goals. However, the magnitude of such influence in practice needs to be further ascertained, given that the study identified a number of instructional, curricular, and organizational factors seriously inhibiting the integration of technology into teaching and learning. In general, to take advantage of more novel learning technologies, teachers need to be trained in working with online tools (webquests, wikis), mobile learning, and interactive whiteboards and in authoring digital learning resources.
Citation
Boris, H., Campbell, C., Cavanagh, M., Petocz, P. & Kelly, N. (2013). Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers. Contemporary Issues in Technology and Teacher Education, 13(1), 2240. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 20, 2019 from https://www.learntechlib.org/primary/p/40713/.
© 2013 Society for Information Technology & Teacher Education
References
View References & Citations Map Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICTTPCK: Advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52(1), 154168.
 Archambault, L.M., & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPCK framework. Computers& Education, 55, 16561662.
 Archambault, L.M., & Crippen, K. (2009). Examining TPCK among K12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 7188. Retrieved from http://www.citejournal.org/vol9/iss1/general/article2.cfm
 Archambault, L., Wetzel, K., Foulger, T.S., & Williams, M.K. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 411.
 Australian Association of Mathematics Teachers. (2006). Standards for excellence in teaching mathematics in Australian schools. Adelaide, Australia: Author.
 Ball, L., & Stacey, K. (2005). Teaching strategies for developing judicious technology use. In W.J. Masalski & P.C. Elliot (Eds.), Technologysupported mathematics learning environments (67th Yearbook of the National Council for Teachers of Mathematics; pp. 316). Reston, VA: National Council for Teachers of Mathematics.
 Cavanagh, M., & Mitchelmore, M. (2011). Learning to teach secondary mathematics using an online learning system. Mathematics Education Research Journal, 23, 417435.
 Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London, England: Routledge.
 Commonwealth of Australia. (2009). Shape of the Australian curriculum: Mathematics. Retrieved from http://www.acara.edu.au/verve/_resources/Australian_Curriculum__Maths.pdf
 Dawson, S., Heathcote, L., & Poole, G. (2010). Harnessing ICT potential: The adoption and analysis of ICT systems for enhancing the student learning experience. International Journal of Educational Management, 24(2), 116128.
 Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25, 7793.
 Goos, M., & Bennison, A. (2008). Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20, 102130.
 Graham, C.R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 7079.
 Grandgenett, N.F. (2008). Perhaps a matter of imagination: TPCK in mathematics education. In The AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 145165). New
 Handal, B., Cavanagh, M., Wood, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: The case of graphics calculators. Australasian Journal of Educational Technology, 61(2), 7075.
 Handal, B., Chinnappan, M., & Herrington, T. (2004, October). Adopting graphics calculators in NSW. Proceedings of the 2nd National Conference on Graphing Calculators (pp. 2943), University Sains Malaysia. Retrieved from
 Handal, B., & Herrington, T. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 5969.
 Hayes, D.N.A. (2007). ICT and learning: Lessons from Australian classrooms. Computers& Education, 49, 385395.
 JohnstonWilder, S., & Pimm, D. (2004). Teaching secondary mathematics with ICT. Learning and teaching with ICT. Berkshire, England: Open University Press.
 Koehler, M.J. (2011). TPCK– Technological pedagogical and content knowledge. Retrieved from http://www.tpck.org/
 Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In The AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 129). New York, NY: Routledge.
 Lee, MH., & Tsai, CC. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the WorldWide Web. Instructional Science, 38, 121.
 Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 10171054.
 Nesmith, S.J. (2008). Mathematics and literature: Educators’ perspectives on utilizing a reformative approach to bridge two cultures. Forum on Public Policy, 2008(2). Retrieved from http://forumonpublicpolicy.com/summer08papers/archivesummer08/nesmith.pdf
 Niess, M.L. (2005). Scaffolding math learning with spreadsheets. Learning connections— Mathematics. Learning& Leading with Technology, 32(5), 2425.
 Norton, S., McRobbie, C.J., & Cooper, T.J. (2000). Exploring secondary mathematics teachers’ reasons for not using computers in their teaching: Five case studies. Journal of Research on Computing in Education, 33, 87109.
 Polly, D., & Barbour, M. (2009). Developing teachers’ technological, pedagogical, and content knowledge in mathematics. Paper presented at the Society for Information Technology& Teacher Education International Conference 2009, Charleston, SC.
 Polly, D., McGee, J.R., & Martin, C.S. (2010). Employing technologyrich mathematical tasks in professional development to develop teachers' technological, pedagogical, and content knowledge (TPCK). Journal of Computers in Mathematics and Science Teaching, 29, 455472.
 Ruthven, K., & Hennessy, S. (2002). A practitioner model of the use of computerbased tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics, 49, 47–88
 Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological pedagogical content knowledge (TPCK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123149.
 Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 414.
 Stols, G., & Kriek, J. (2011). Why don’t all maths teachers use dynamic geometry software in their classrooms? Australasian Journal of Educational Technology, 27, 137151.
 Thomas, M.O.J. (2006). Teachers using computers in mathematics: A longitudinal study. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková (Eds.), Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 265272). Prague, Czech Republic: Program Committee.
 Thomas, M.O.J., & Chinnappan, M. (2008). Teaching and learning with technology: Realising the potential. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, WT. Contemporary Issues in Technology and Teacher Education, 13(1) Seah,... S. Willis (Eds.), Research in Mathematics Education in Australasia 20042007 (pp. 167194). Sydney, Australia: Sense Publishers.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map
A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency
Ralph Saubern, Monash University, Australia; Daniel Urbach, Australian Council for Educational Research, Australia; Matthew Koehler, Michigan State University, United States; Michael Phillips, Monash University, Australia
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2508–2516

Conditions Influencing Mathematics Teachers´ Uptake of Digital Tools – a Systematic Literature Review
Marie Utterberg, Johan Lundin & Berner Lindström, University of Gothenburg, Sweden
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2016–2029

Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduatelevel Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study
Fan Ouyang, University of Minnesota, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 291–299

Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD
Boris Handal, The University of Notre Dame Australia, Australia; Robert Ritter, The University of Alberta, Canada; David Marcovitz, Loyola University Maryland, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 796–801
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.