You are here:

Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program
PROCEEDING

, , Oregon State University, United States

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

Abstract

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 characterization of online learner technology engagement. This model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment; and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage with technology where technology becomes an object to think with, and how framing the course design and instructional strategy choices support learner engagement with technology in developing their TPACK.

Citation

Gillow-Wiles, H. & Niess, M. (2016). Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1-8). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides