Integrating TI-Nspire Technology into Algebra Classrooms: Selected Factors that Relate to Quality of Instruction
Irina Lyublinskaya, Nelly Tournaki, CUNY College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
TI-Nspire technology, a new generation of graphing calculators, was integrated into high school integrated algebra curriculum. Four teacher-participants were supported through a yearlong professional development emphasizing the use of technology through an inquiry based approach. The data included the teachers’ perceptions about TI-Nspire? technology, teachers’ proficiency with TI-Nspire? technology, quality of instruction determined through classroom observations, and the frequency of technology use in the classroom based on questionnaire completed by the students. Data analysis indicates that there is a significant positive correlation between quality of instructional practice, quality of use of technology, and teachers’ level of TPACK. In general, teachers with better perceptions used technology in the classroom more frequently, were more proficient with the technology, had higher quality of instructions, and higher level of TPACK. Implications on years of experience and pre-service training are discussed.
Lyublinskaya, I. & Tournaki, N. (2010). Integrating TI-Nspire Technology into Algebra Classrooms: Selected Factors that Relate to Quality of Instruction. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1513-1520). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK
Aleksandra Kaplon-Schilis, The Graduate Center, CUNY, United States; Irina Lyublinskaya, College of Staten Island, CUNY, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2074–2083
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