Leveraging Technology to Develop Pre-Service Teachers’ TPACK in Mathematics and Science Methods Courses

These two cases address issues related to using technology as a tool to develop pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) in mathematics and science methods courses. The chapter assumes the following scenario and overarching case study question: You and your colleagues are the course instructors of a mathematics and a science methods course. Your pre-service teachers typically lack content knowledge in mathematics and science. Further, you must also address pedagogies and how to use technology as a tool to support student learning of mathematics and science concepts. What activities can you create to simultaneously develop knowledge of content, pedagogies and how to teach with technology?

Educational Technology in a Novice Science Teacher’s Classroom

Why do some science teachers successfully integrate technology into their teaching while others fail? To address this question, educational researchers have conducted a growing body of research focused on technology integration into classrooms. Researchers are studying everything from teachers’ philosophical approaches to teaching that influence efforts at technology integration to classroom-level barriers that impact technology integration. Findings indicate that while some teachers fail in utilizing technology due to the personal and classroom barriers they experience, others eagerly work to overcome the barriers and achieve technology integration. In this case, Mr. Bransford, a novice science teacher who has incorporated technology into his classroom practices within his first five years of teaching, is discussed. Mr. Bransford teaches 8th grade Earth Science using a range of educational technology tools. The barriers he has faced, his strategies to overcome those barriers, and his technology enriched classroom practices are presented.

Social Networks

Mr. Taylor, a new and techno savvy teacher, stays connected by maintaining his own social network pages. However, after seeing that other students were using his social network page as a medium for negativity, gossip, inappropriate conversations, and unsuitable remarks, he questioned its continued use as a helpful teaching tool for those utilizing it appropriately.

A High School Librarian’s Participation in Supporting Information Literacy on Her Campus

The ability to navigate the web and to use technology effectively and efficiently is no longer an option but a requirement in schools and in the workplace. Information literacy is widely accepted as embracing rapid advances in technologies and recognizing the multiple literacies required of students living and learning in this century. Information literacy has grown to include traditional literacy, computer literacy, media literacy, and network literacy. School library media specialists in the twenty-first century face both challenges and opportunities in the recent high expectations of information literacy. Among the challenges is keeping up with changing technologies and taking the necessary steps to ensure students and teachers have appropriate access to resources and instruction. Opportunities include the chance to transform today’s library into a resource center of the future where information literacy can be easily obtained. Welcome to the world of Ms. West, a middle school teacher turned high school librarian, and see how she ponders upon her new role as being the instructor/specialist of information literacy skills on the campus, a reading advocate and provider of reading materials, as the manager of the resources both information and library resources, and lastly being a collaborator with teachers concerning information literacy issues.

Video Games in the Classroom

Mrs. Long’s integration of video games in the classroom is a work in progress. She has observed how video games are a great way to motivate and engage students. On the other hand, she has observed how video games can lead to behavior and academic problems.

Lack of Technology in Urban Schools

Many times in urban schools, computers and learning software are either at a shortage or simply do not exist. In schools like that, the ratio of students to computers can be as high as 20 to one. This case study compares the learning technology resources and opportunities accessible to William and Terrance, two cousins who attended 4th grade in two different school districts.

School Districts Stumbled on Data Privacy

The story describes how three school institutes are grappling with the loss of private information, each through a unique set of circumstances. Pasadena City Public Schools discovered that it had sold several computers containing the names and Social Security numbers of employees as surplus. Stephens Public Schools learned that personal information about students at one of its middle schools was lost when a bag containing a thumb drive was stolen. Also, Woodlands Public Schools accidentally exposed employee personal data on a public Web site for a short period of time. How should each of the institutes react?

“No/Low Paper” Policy and Equipment Upkeep

In an effort to control paper supplies and budget, an elementary school initiated a “No/Low Paper Policy.” Under this policy, teachers are encouraged to use the technology available in classrooms instead of worksheets, and teachers were assigned quotas and pin numbers to discourage excessive paper usage. Despite the forward thinking attitude of the school, the campus technology specialist continues to struggle with being heard by campus and district administration on issues dealing with the purchase and upkeep of technology.

ABCs and PCs

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.