Preservice Teachers' Emerging TPACK in a Technology-Rich Methods Class

dc.creator	S. Asli Özgün-Koca
dc.creator	Michael Meagher
dc.creator	Michael Todd Edwards
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:38Z
dc.date.available	2015-08-12T11:18:38Z
dc.identifier	1062-9017
dc.identifier	https://doaj.org/article/9b555241996f46eca5771d2633a8cc67
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27052
dc.description	There is a dearth of research on the mechanisms for preservice teachers' development of the pedagogical knowledge necessary for effective use of such technologies. We explored the emergent Technological Pedagogical and Content Knowledge (TPACK) (Niess 2005, 2006, 2007) of a group of secondary mathematics preservice teachers in a methods course as they designed and implemented technology-rich teaching materials in field settings. Participant surveys and collected assignments were analyzed through the lens of the TPACK framework. The data were also analyzed to examine the trajectory of the participants’ beliefs about the appropriate role of advanced digital technologies in mathematics. The results indicate that the participants’ understanding of technology shifted from viewing technology as a tool for reinforcement into viewing technology as a tool for developing student understanding. Collected data supports the notion that preservice teacher TPACK development is closely related to a shift in identity from learners of mathematics to teachers of mathematics. In a class where advanced digital technologies were used extensively as a catalyst for promoting inquiry-based learning, preservice teachers retained a great deal of skepticism about the appropriateness of using technology in concept development roles, despite their confidence that they can incorporate technology into their future teaching.
dc.publisher	University of Georgia
dc.relation	http://math.coe.uga.edu/TME/Issues/v19n2/v19n2_Ozgun-Koca,%20Meagher,%20&%20Edwards.pdf
dc.relation	https://doaj.org/toc/1062-9017
dc.source	Mathematics Educator, Vol 19, Iss 2, Pp 10-20 (2009)
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Science
dc.subject	Q
dc.subject	Mathematics
dc.subject	QA1-939
dc.title	Preservice Teachers' Emerging TPACK in a Technology-Rich Methods Class
dc.type	article