Adding a New Dimension to Teaching Mathematics Educators

Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.

Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK

The authors discuss the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers' in rich learning experiences in order to develop their technological pedagogical content knowledge (TPCK) in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking into account teachers' diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.

Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course

This chapter examines how experiences in a course for elementary education teacher candidates supported their technological pedagogical content knowledge (TPACK). Based on data from teacher candidates and school partners, the author modified course activities and collected data to inform the course. Data analyses indicated that the course refinements positively influenced candidates' development of aspects of TPACK, specifically TPK, PCK, and TPACK. Candidates reported in both iterations of the study that technology was being used in classrooms in ways that did not match what they were learning in courses. Implications include the need to reconcile the divide between research-based instances of technology integration and the actual use of technology in schools in the context of TPACK.

Online Instructional Strategies for Enhancing Teachers' TPACK

This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.

The Practices of Learning Assessment in the Initial Teacher Training

The purpose of the chapter is to disseminate a comparative study developed in an institution dedicated to teacher training in the state of Veracruz, Mexico. The study led the follow-up of two teachers responsible for a course of bachelor's degree in Preschool Education called Learning Environments during a semester. Three interviews were applied to two participating teachers. Through inductive analysis, MaxQDA software was chosen to identify categories of analysis. The work is analyzed from the TPACK model, as a systemic and integral proposal to investigate teacher training practices as a complex and necessary phenomenon to continue studying.

Developing TPACK in Elementary Mathematics Education

Two case stories are given of how technological pedagogical content knowledge (TPACK) is developed in a first semester undergraduate pre-service elementary mathematics education course. The theoretical frameworks that guided the design and implementation of technology-based mathematics lessons are discussed, including both TPACK and the substitution, augmentation, modification, redefinition (SAMR) framework. Then the authors describe specific activities intended to develop TPACK, the motivation and implementation for these activities, and excerpts of pre-service teachers' survey results, comments, and reflections about learning elementary mathematics in these courses. The contrast between the courses is focused technology use during one unit with opportunity to teach elementary lessons with the same technology, and pervasive use of technology throughout the other but no opportunity to use the technology with elementary learners. The chapter concludes with a discussion of the implications and issues that have presented themselves in this action research experience.

Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program

This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.

Developing TPACK Understanding Through Experiential Faculty Development

The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.

Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher

This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.

Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency

In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.