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Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans.
ARTICLE

, , The College of Staten Island, CUNY, United States

Journal of Technology and Teacher Education Volume 22, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional technology in teaching science and mathematics to children with learning and behavior disabilities. The TPACK Levels Rubric developed by Lyublinskaya and Tournaki (2011) was used to assess participants’ lesson plans created as part of the required course work submitted during the 5th and 12th (out of 15) weeks of instruction. The paired samples t-test revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK. Implications for teacher education programs are discussed.

Citation

Lyublinskaya, I. & Tournaki, N. (2014). Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans. Journal of Technology and Teacher Education, 22(4), 449-470. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 22, 2019 from .

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Cited By

  1. TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction

    Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 97–127

  2. Examining Differences in TPACK Levels Assessed through Pre-service Teachers STEM Lesson Plans: Case Study.

    Aleksandra Kaplon-Schilis, Graduate Center, CUNY, United States; Irina Lyublinskaya, College of Staten Island, CUNY, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2893–2899

  3. Examining the Relationship between Self and External Assessment of TPACK of Pre-Service Special Education Teachers

    Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3331–3337

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