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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’ Surveys and Lesson Plans.
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, , CUNY College of Staten Island, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. TPACK development is measured through a survey (teachers’ perceptions of knowledge) and lesson plans (teachers’ artifacts). Paired samples t-test revealed that upon completion of the course requirements, the participants’ TPACK scores increased significantly in regards to their perceptions as well as their lesson plans. Correlations between the two measures were not significant leading to a discussion about assessing constructs through measures of self–perception and teaching artifacts. Factor analysis of the survey raises questions about the domains of knowledge of the TPACK framework. 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’ Surveys and Lesson Plans. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2574-2579). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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