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Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge
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, , Texas State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the effects of a problem-based Elementary Mathematics Specialist (EMMT) Program on mathematical, technological, and pedagogical knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was used with a matched pair t-test for pre- and post-test data. The results revealed statistical significant gains with good effect sizes. The data shows that growth in TPACK knowledge flourished in this content-based program emphasizing technology, critical thinking, problem solving, creativity, and cognitive development.

Citation

Bos, B. & Lee, K. (2012). Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4664-4671). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .

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