ERIC Number: EJ1080539
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 30
Learning to Teach with Technology through an Apprenticeship Model
Shafer, Kathryn G.
Contemporary Issues in Technology and Teacher Education (CITE Journal), v8 n1 p27-44 2008
This paper reports the results of a doctoral research pilot study that paired a researcher with an experienced classroom teacher for a 12-week time span with the goal of effectively integrating the use of Geometer's Sketchpad (GSP) into the classroom teacher's practice. Using a teacher development experiment, the researcher created an apprenticeship model to foster the transmission of the knowledge to the classroom teacher required to successfully teach with Geometer's Sketchpad. Specific results indicate a positive change in the facilitation of mathematical communication and inquiry-based instruction in the classroom teacher's practice as well as sustained use of GSP beyond the time span of the pilot study. General results include the development of the constructs of technological knowledge (TK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK).
Descriptors: Apprenticeships, Teaching Methods, Technology Uses in Education, Doctoral Programs, Teacher Collaboration, Graduate Students, Experienced Teachers, Technology Integration, Technology Education, Technological Literacy, Mathematics Instruction, Pedagogical Content Knowledge, Teacher Education Programs, Master Teachers, High Schools, Geometry, Transcripts (Written Records), Electronic Mail, Interviews, Classroom Observation Techniques, Instructional Innovation, Active Learning, Inquiry, Models, Faculty Development, Mentors
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: email@example.com; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A