NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ907000
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2153-2974
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
Niess, Margaret L.; van Zee, Emily H.; Gillow-Wiles, Henry
Journal of Digital Learning in Teacher Education, v27 n2 p42-52 Win 2010-2011
Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online graduate course designed for integrating dynamic spreadsheets as teaching and learning tools in mathematics and science. With the lens of four TPACK components (Niess, 2005), the analysis describes teachers' development from recognizing to accepting, adapting, and exploring TPACK levels. Implications and recommendations for the design of future professional development courses and continuing research are identified to support inservice teachers' knowledge growth for teaching with technologies.
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A