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Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
ARTICLE

, , , Georgia State University, United States

Journal of Technology and Teacher Education Volume 18, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This qualitative case study explores the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK). A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy. Content analysis was used to examine student data: case responses, case reflections, course reflections, and focus group interviews. Findings of the study indicated the development of PTICK as a whole and individual aspect of PTICK. The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study. The importance of placing the instructional technology course within the preservice teachers’ program of study was recognized in the finding of this study, as the preservice teachers were better able to drawing connections between case concepts and mathematics pedagogy content.

Citation

Kinuthia, W., Brantley-Dias, L. & Junor Clarke, P.A. (2010). Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection. Journal of Technology and Teacher Education, 18(4), 645-669. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 20, 2019 from .

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