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ERIC Number: EJ924431
Record Type: Journal
Publication Date: 2011-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0731-9258
Examining Teachers' Enactment of Technological Pedagogical and Content Knowledge (TPACK) in Their Mathematics Teaching after Technology Integration Professional Development
Polly, Drew
Journal of Computers in Mathematics and Science Teaching, v30 n1 p37-59 Jan 2011
Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers' understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD) project designed to support technology integration. Inductive analyses of classroom observations and interviews indicate that both teachers were able to enact aspects of TPACK in their classroom. However, teachers' use of technology only developed students' higher-order thinking skills and conceptual understanding in limited ways. Implications for future professional development projects and the TPACK model are also discussed. (Contains 1 figure and 5 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A