Examining the Technological, Pedagogical, and Content Practices of Math and Science Teachers Involved in a Year-Long Technology Integration Initiative

• In Event: Examining Teachers’ Intentions and Practices When Integrating Technologies

Abstract

This study examines the technological, pedagogical and content practices of math and science teachers involved in a year-long technology integration initiative through systematic analysis of lesson plans submitted at the beginning and end of the initiative. Lessons were analyzed by trained reviewers (IRR = .94) using TPCK as a framework. Results suggest teachers regularly used generic technology tools but seldom used these tools for cognitively demanding content learning. Changes between pre and post lesson submissions were minimal in terms of content and pedagogy-related practices but there were changes in technology-related practices. A discussion of results will include implications for educational technology policy, professional development and preservice teacher education.

Authors

• Kara M. Dawson, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• Feng Liu, University of Florida

• Prisca Rodriguez, University of Florida

• Chris Atkinson Frey, University of Florida

• Rose M. Pringle, University of Florida

• Gladis Kersaint, University of South Florida