Developing Teachers’ Technological, Pedagogical, and Content Knowledge in Mathematics
Drew Polly, UNC Charlotte, United States ; Michael Barbour, Wayne State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Technological pedagogical and content knowledge (TPACK) has been adopted as a framework to help describe the various components of knowledge that are associated with teachers’ effective integration of technology. This study describes the influence of an inservice professional development program on teachers’ TPACK related to their mathematics teaching. Two participants were interviewed and observed teaching mathematics on days they reported using technology in their teaching. Inductive qualitative analysis was conducted to identify themes for each teacher, and across teachers. In both cases the professional development increased participants’ technological knowledge (TK) and their use of technology in their classroom. However, participants’ used technology in ways that focused on basic knowledge and did not facilitate higher-order thinking skills.
Polly, D. & Barbour, M. (2009). Developing Teachers’ Technological, Pedagogical, and Content Knowledge in Mathematics. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4128-4131). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).