scholarly journals The Effects of a Professional Development Program for Technology Integrated Algebra Teaching

2021 ◽  
Vol 3 (2) ◽  
pp. 1-21
Author(s):  
Evrim Erbilgin ◽  
Baki Şahin
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Development Program ◽  
Technological Pedagogical Content Knowledge ◽  
Lesson Plans ◽  
Professional Development Program ◽  
Pedagogical Content ◽  
Teaching Algebra

This study examined technological pedagogical content knowledge change of middle school mathematics teachers who participated in a professional development program designed to integrate technology into teaching algebra. Twenty-eight middle school teachers from 20 different schools participated in the study. The data collection tools were technological pedagogical content knowledge survey, reflective journals, lesson plans, and program evaluation forms. The data analysis showed that the participants’ technological pedagogical content knowledge increased significantly. In addition, participants wrote lesson plans that included effective use of technology to teach algebra contents. The positive effects of the professional development program seem to be related to the following components of the program: the usability of the program activities in middle school classrooms, program’s focus on using technology in teaching algebra, the introduction of new technological tools and software related to mathematics, and the interactive nature of the program.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

scholarly journals The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

2020 ◽  
Vol 13 (2) ◽  
pp. 157-173
Author(s):  
Kübra AÇIKGÜL
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

scholarly journals Virtual Agents for Real Teachers: Applying AI to Support Professional Development of Proportional Reasoning

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Benjamin Daniel Nye ◽  
Aaron Shiel ◽  
Ibrahim Burak Olmez ◽  
Anirudh Mittal ◽  
Jason Latta ◽  
...  
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Proportional Reasoning ◽  
Educational Process ◽  
Perceived Usefulness ◽  
Virtual Agents ◽  
Graduate Studies ◽  
Pedagogical Content

Despite the critical role of teachers in the educational process, few advanced learning technologies have been developed to support teacher-instruction or professional development. This lack of support is particularly acute for middle school math teachers, where only 37% felt well prepared to scaffold instruction to address the needs of diverse students in a national sample. To address this gap, the Advancing Middle School Teachers’ Understanding of Proportional Reasoning project is researching techniques to apply pedagogical virtual agents and dialog-based tutoring to enhance teachers' content knowledge and pedagogical content knowledge. This paper describes the design of a conversational, agent-based intelligent tutoring system to support teachers' professional development. Pedagogical strategies are presented that leverage a virtual human facilitator to tutor pedagogical content knowledge (how to teach proportions to students), as opposed to content knowledge (understanding proportions). The roles for different virtual facilitator capabilities are presented, including embedding actions into virtual agent dialog, open-response versus choice-based tutoring, ungraded pop-up sub-activities (e.g. whiteboard, calculator, note-taking). Usability feedback for a small cohort of instructors pursuing graduate studies was collected. In this feedback, teachers rated the system ease of use and perceived usefulness moderately well, but also reported confusion about what to expect from the system in terms of flow between lessons and support by the facilitator.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2020 ◽  
pp. 279-315
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

Developing Teachers' TPACK for Mathematics Through Professional Development

2018 ◽  
pp. 1122-1152
Author(s):  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Development Environment ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Learner Centered ◽  
Key Factor ◽  
Integrated Knowledge

In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers' TPACK development, with a focus on teachers' knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers' development. Implications for the design of professional development include simultaneously developing teachers' integrated knowledge of technology, pedagogy, and content.

Developing Teachers' TPACK for Mathematics through Professional Development

2016 ◽  
pp. 433-462
Author(s):  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Development Environment ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Learner Centered ◽  
Key Factor ◽  
Integrated Knowledge

In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers' TPACK development, with a focus on teachers' knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers' development. Implications for the design of professional development include simultaneously developing teachers' integrated knowledge of technology, pedagogy, and content.

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