Connecting Preservice Teachers’ Knowledge of Mathematics, Pedagogy and Technology through Learning Object Design
Jennifer Kosiak, Rebecca LeDocq, University of Wisconsin - La Crosse, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Preservice teachers have little preparation in teaching their subject matter with technology and examining how their future students will learn from technology. This paper describes the PRAXIS Wisconsin Project in which preservice elementary and secondary teachers, along with mathematics faculty mentors, created digital learning objects. This extra-curricular project focused on guiding preservice teachers in connecting their mathematics knowledge for teaching with technology. Exit-surveys were evaluated using the Technological Pedagogical Content Knowledge (TPCK) analytical framework developed by Mishra and Koehler. Results revealed that the learning object design process did support the connection among mathematics content, pedagogy, and technology for preservice participants.
Kosiak, J. & LeDocq, R. (2008). Connecting Preservice Teachers’ Knowledge of Mathematics, Pedagogy and Technology through Learning Object Design. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5263-5270). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Kathryn Shafer, Ball State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 4 (December 2010) pp. 383–410
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