Teaching Geometry with Technology: A Case Study of One Teacher’s Technological Pedagogical Content Knowledge
Ewelina McBroom, Southeast Missouri State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This qualitative case study investigated how high school teachers developed and used their knowledge in teaching geometry with technology. In particular, this study focused on teachers’ technological pedagogical content knowledge (TPACK) and their integration of dynamic geometry in the classroom instruction. This paper reports findings from one of the four cases. The sources of data included: an initial interview, observations, documents, a closing interview, a survey, implementation questionnaires, professional development attendance records and the researcher’s log. Data analysis utilized the TPACK Development Model to describe participant’s dynamic geometry integration and to identify her TPACK development levels. The researcher was able to identify all TPACK development levels for the participant, which was an unexpected finding since the participant was an experienced teacher and long-term technology user.
McBroom, E. (2013). Teaching Geometry with Technology: A Case Study of One Teacher’s Technological Pedagogical Content Knowledge. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4828-4836). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).