Search results for author:"Margaret L. Niess"
Total records matched: 12 Search took: 0.066 secs
You may get more results with author:"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...
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...
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...
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...
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...
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)
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...
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...
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
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...
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...
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...