Technological Pedagogical Content Knowledge

2016 ◽  
pp. 1-22
Author(s):  
Rachel A. Harrington ◽  
Shannon O. Driskell ◽  
Christopher J. Johnston ◽  
Christine A. Browning ◽  
Margaret L. Niess
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Fundamental Principle ◽  
National Council ◽  
Pedagogical Content ◽  
Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

Technological Pedagogical Content Knowledge

2018 ◽  
pp. 2140-2162
Author(s):  
Rachel Harrington ◽  
Shannon O. Driskell ◽  
Christopher J. Johnston ◽  
Christine A. Browning ◽  
Margaret L. Niess
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Fundamental Principle ◽  
National Council ◽  
Pedagogical Content ◽  
Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

Technological Pedagogical Content Knowledge

TPACK ◽  
2019 ◽  
pp. 324-346
Author(s):  
Rachel A. Harrington ◽  
Shannon O. Driskell ◽  
Christopher J. Johnston ◽  
Christine A. Browning ◽  
Margaret L. Niess
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Fundamental Principle ◽  
National Council ◽  
Pedagogical Content ◽  
Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

scholarly journals Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

2016 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ercan Atasoy ◽  
Neslihan Uzun ◽  
Berna Aygun
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Assessment Process ◽  
Multiple Choice Questions ◽  
Pedagogical Content ◽  
Assessment And Evaluation ◽  
Prospective Mathematics Teachers ◽  
Evaluation And Assessment

The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK) of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way. Keywords: Technological pedagogical content knowledge, prospective mathematics teachers

scholarly journals Technological Pedagogical Content Knowledge (TPACK) in pre-service and in-service chemistry teacher training: a systematic literature review

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 611-620
Author(s):  
Thaygra Severo Bernardes ◽  
Agostinho Serrano de Andrade Neto
Keyword(s):  
Theoretical Model ◽  
Teacher Training ◽  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
Systematic Literature Review ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teacher ◽  
Pedagogical Content

To guide the integration of Information and Communication Technologies (ICT) in the classroom, the theoretical model Technological Pedagogical Content Knowledge (TPACK), proposed by Mishra and Koehler in 2006, reinforces the importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being used for the integration of technology in Chemistry teaching. This investigation was based on a Systematic Literature Review (SLR), reaching a sample of 23 articles published in scientific journals from 2006 to 2019. In general, the researches that composed this SLR uses the theoretical model TPACK in a more theoretical way and mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.

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