Search results for author:"Margaret Niess"
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Margaret Niess
Oregon State University
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers require for integrating technologies in their teaching –TPACK. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science degree program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research from this program explores the effectiveness of social metacognitive constructivist learning trajectory in online graduate coursework. Currently, she is an external evaluator for the online Post Baccalaureate Computer Science program to guide the instructors in implementing learner-centered, active learning online instructional strategies. She was lead editor on the IGI Handbook of Research on Teacher Education in the Digital Age (2015) and lead editor on the IGI Handbook of Research on Mathematics Teacher Education in the Digital Age (2016). She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE), recently served as the program chair and chair American Educational Research Association’s SIG-TACTL (Technology as a Change Agent in Teaching and Learning).
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Margaret Niess
Oregon State University
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Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
Margaret Niess
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2238–2245
Research is needed to identify professional development for mathematics teachers in their process of learning to integrate spreadsheets as a mathematical learning tool. Technology pedagogical content knowledge (TPCK) describes the way of teachers'...
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Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
Margaret Niess
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5297–5304
In-service teacher education programs are currently focused on developing teachers' TPACK. With the newness of the TPACK framework, clearer descriptions are needed to guide teacher educators in (1) assessing teachers' progress in meeting the needs...
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Supporting Instructors in Redesigning Online Instruction Toward Student-Centered, Problem Based Learning
Margaret Niess
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 504–508
This study was undertaken to inform the redesign of an introductory Computer Science (CS) course for the online CS post-baccalaureate degree program using a student-centered, problem-based learning approach. The research team guided the instructor...
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Preparing Preservice Teachers to Teach Mathematics With Technology - Developing a TPCK
Margaret Niess
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3788–3795
The challenge for mathematics teacher educators is to identify teacher preparation programs that lead toward the development of technology pedagogical content knowledge (TPCK). TPCK is an important body of knowledge for teaching mathematics that...
Topics: Mathematics, Teachers, Educational Technology
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Experiences, Discourse and Critical Reflections Reveal an Innovative Online Instructional Combination
Margaret Niess
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2499–2507
This study describes how the combination of online technological learning experiences with discourse and critical reflections influences K-12 in-service teachers’ transformation of their Technological Pedagogical Content Knowledge (TPACK). Key...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Distance/Flexible Education
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Preparing Teachers to Teach Mathematics with Technology: Key Issues, Concerns and Research Questions
Margaret Niess; Joe Garofalo
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3796–3801
With formal approval of its Technology Position Statement, the Association of Mathematics Teacher Educators (AMTE) identified the importance of assuring that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge ...
Topics: Teachers, Mathematics
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Logo Learning Tools Build Informal Geometry Ideas: Part I
Margaret L. Niess
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...
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Investigating TPACK: Knowledge Growth in Teaching with Technology
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...
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Models that Teach about the Computer: Logo, the Computer's Memory, and Disk Storage
Margaret L. Niess
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...
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Models that Teach about the Computer: AppleWorks and ProDOS, the Computer's Memory and Disk Storage
Margaret L. Niess
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...
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Preparing Computer-using Educators for the 90s
Margaret L. Niess
Journal of Computing in Teacher Education Vol. 7, No. 2 (1990) pp. 11–14
Researchers examined the preparation of computer-using educators in the 1990s and developed a set of competencies necessary for elementary, middle, and high school teachers using computers, noting teachers must have more than just knowledge of the...
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Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge
Margaret L. Niess
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...
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Logo Learning Tools and Motion Geometry
Margaret L. Niess
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)
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SITE Input for Mathematics TPACK Standards
Kathryn Shafer; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) p. 4541
This panel continues a task started at the Association of Mathematics Teacher Educators' 2008 annual conference, in which the technology committee began work on the development of TPCK standards for mathematics education. The goal is a set of...
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Computer-Using Teachers in a New Decade
Margaret L. Niess
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...
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Guest Editorial: Preparing Teachers to Teach Mathematics With Technology
Margaret L. Niess
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...
Topics: Professional Development, Teachers, Educational Technology, Mathematics
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Blending Pedagogical Examinations and Discourse with Teachers’ Practical Experiences for TPACK Transformation
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2989–2995
To assist in-service teachers in integrating technologies as mathematics learning tools, different course designs frame the relationship among the content, pedagogy, and technology. This study examined the influence of an online course on teachers’...
Topics: mathematics education, Digital Storytelling/Video, Technological, Pedagogical Content Knowledge (TPACK)
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Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1–8
Teaching and learning in a technology rich context challenge established thinking about students’ engagement in their learning. This descriptive, cross-case study combines current literature with the authors’ past research to develop a...
Topics: mathematics education
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Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3911–3919
Teachers in rural areas have limited access to subject specific professional development and advanced degrees. They need ways to prepare for meeting new and emerging challenges requiring knowledge of content, pedagogy, and technologies in order to...
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Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies
Margaret Niess; Henry Gillow-Wiles
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 2 (April 2013) pp. 219–245
** Invited as a paper from SITE 2011 ** This primarily online Master's degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning...
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Using Multiple Digital Technologies in an Online MS Program to Develop TPACK
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3892–3899
Technological pedagogical content knowledge (TPACK) is a critical knowledge set teachers rely on to create learning experiences where students use technology in developing higher order thinking and deep cognitive understanding. Technology is seldom...
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Knowledge-of-Practice for Teaching with Technologies: Pedagogically-focused Experiences and Reflections
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2589–2597
Different course designs frame the relationship among content, pedagogy, and technology when preparing in-service teachers for teaching with technologies. This study compared how different approaches were reflected in teachers’ actions as they...
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A Systems Approach for Integrating Multiple Technologies as Important Pedagogical Tools for TPACK
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2501–2508
Teacher preparation programs as well as continuing professional education programs recognize the importance of preparing teachers to teach with technology. However, all too often these programs offer a single course, focusing on manipulating...
Topics: Information Technology Education, Technological, Pedagogical Content Knowledge, Technology Leadership
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Key Instructional Strategies in Support of a Community of Learners in an Online Master’s Program Directed Toward Developing Technological Pedagogical Content Knowledge
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 713–720
This qualitative, design-based research examined the instructional strategies designed to engage a virtual community of learners in an online Master’s degree course focused on developing teachers’ technological pedagogical content knowledge (TPACK)...
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Expanding teachers\u2019 technological pedagogical reasoning with a systems pedagogical approach
Margaret Niess; Henry Gillow-Wiles
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
A systems approach provides insight for expanding teachers\u2019 pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems...
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Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
Margaret Niess; Henry Gillow-Wiles
The Journal of Distance Education / Revue de l'ducation Distance Vol. 27, No. 1 (Sep 11, 2013)
This qualitative, design-based research study resulted in a proposal for a comprehensive set of best instructional practices immersed in a learning trajectory, outlining the tools, processes and the content development for online asynchronous, text...
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Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies
Margaret Niess; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 864–871
This multiple case descriptive study examines the influence of a learning trajectory designed toward developing teachers’ technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The researcher...
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Fostering a Community of Learners in an Online Master’s Program Directed Toward K-12 Teachers in Integrating Technologies in Mathematics Education and Science Education
Margaret Niess; Emily van Zee
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1781–1789
This qualitative descriptive study examines strategies for fostering a community of learners in an online Master’s program in mathematics education and science education. Multiple cases analyses describe in-service teachers’ work in the community of ...
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Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3176–3183
Situating teaching and learning in an online context presents challenges for instructors in creating educational experiences where students are supported in collaboratively engaging in a community of learners. This descriptive multiple case study...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
Margaret Niess; Henry Gillow-Wiles
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 497–520
This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a...
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Development of Social Presence in an Online Masters Degree Program: Engaging a Workbench Dialectic Inquiry Model
Henry Gillow-Wiles; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2327–2335
This cross-case descriptive study suggests a model for designing online courses that supports the development and growth of communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was...
Topics: New Possibilities with Information Technologies, Graduate Education & Faculty Development, Technological, Pedagogical Content Knowledge (TPACK)
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Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
Margaret Niess; Henry Gillow-Wiles
The Journal of Distance Education / Revue de l'ducation Distance Vol. 27, No. 1 (Sep 11, 2013)
This qualitative, design-based research effort describes an empirically supported proposal for a comprehensive set of best instructional practices immersed in a learning trajectory, outlining the tools, processes and the content development for...
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Global Positioning Systems (GPS), Motion Detectors and Spreadsheets Enhance K-8 Teachers’ Mathematics Proficiency in the Context of Mathematical Functions
Margaret Niess; Nancy Staus; Henry Gillow-Wiles
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4025–4032
This case study, interpretive research exposed the effects of learning about mathematical functions through explorations with Global Position Systems (GPS), motion detectors, spreadsheets and descriptions in a documentary website have on enhancing...
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Teaching with Digital Video in the Mathematics Classroom
Margaret Niess; Joe Garofalo; Janet Walker
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3602–3605
Today’s mathematics teachers must adapt their teaching and learn to incorporate interactive, dynamic technologies such as digital videos in ways that communicate the information in ways familiar to how today’s students learn and communicate. ...
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TPACK Development in a Three-year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?
Nancy Staus; Henry Gillow-Wiles; Margaret Niess
Journal of Technology and Teacher Education Vol. 22, No. 3 (July 2014) pp. 333–360
A new primarily distance education Master's degree program was focused on the development of technological pedagogical content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed...
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Guest Editorial: Digital Videos as Tools for Learning Mathematics
Margaret L. Niess; Janet M. Walker
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...
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Teaching Geometry In The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels
Enver Tatar; Ruhşen Aldemir; Margaret Niess
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 111–129
This qualitative case study investigates teachers’ Technological Pedagogical Content Knowledge (TPACK) when teaching high school geometry. Geometry teachers’ TPACK was examined through four recognized TPACK components, considering the teacher...
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Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics Teaching With Technologies
Margaret Niess; Emily van Zee; Henry Gillow-Wiles; Nancy Staus
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4017–4024
This primarily online Master's degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method,...
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Mathematics Teacher TPACK Standards and Revising Teacher Preparation
Margaret Niess; Christine Browning; Shannon Driskell; Christopher Johnston; Rachel Harrington
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3588–3601
An overarching construct called TPACK has been proposed as the interconnection and intersection of technology, pedagogy and content knowledge. Mathematics Teacher TPACK Standards and a Mathematics Teacher TPACK Development Model are proposed for...
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Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
Margaret L. Niess; Emily H. van Zee; Henry Gillow-Wiles
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...
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Probeware and Web-Design Communication Enhance K-8 Teachers’ Scientific Proficiency in the Context of Thermal Phenomena
Margaret Niess; Emily van Zee; Henri Jansen; Henry Gillow-Wiles; Nancy Staus
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4130–4135
This case study, interpretive research examined the effects that learning about thermal phenomena through explorations with temperature probes and documentary websites have on enhancing the K-8 teacher-participants’ scientific proficiencies....
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Key Research Questions for Information Technology in the Core Disciplines, Part 1
Gerald Knezek; Rhonda Christensen; John Park; Joe Garofalo; Margaret Niess; David Hicks; Janet Swenson
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 950–951
This symposium features presentations led by SITE Vice Presidents (VPs) from the disciplines of Science, Math, Social Studies, English and Early Childhood. The focus is on key research questions for information technology in the core disciplines....
Topics: Social Sciences, Information Sciences, Early Childhood Education, Educational Technology, Social Studies
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A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968-2009
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...
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Mathematics Teacher TPACK Standards and Development Model
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...
Topics: Educational Technology, Preservice Teacher Education, Professional Development, Mathematics, Teachers
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SITE Joint SIG Symposia: A Collaboration Between the K-12 Online Learning SIG and Distance Learning SIG: How Higher Education and K-12 Online Learning Research Can Impact Each Other
Rick Ferdig; Leanna Archambault; Kerry Rice; Margaret Niess; Trisha Litz; Amy Garrett-Dikkers; Aimee Whiteside; Michael Barbour; David Marcovitz; Antoinette Davis
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 635–639
Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose...