In-Service Middle-Grade Mathematics Teachers' Technological Pedagogical Content Knowledge (TPACK) in Practice

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

The purpose of this study was to characterize teachers’ TPACK more comprehensively by attending to the planning of, the implementation of, and reflections about lessons that incorporate technology. Findings from the study illustrate that the in-service mathematics teachers’ pedagogical knowledge (PK) and the knowledge components that contain PK are significantly weaker than other components. Among all seven TPACK components, the technological pedagogical knowledge (TPK) was the weakest knowledge component. This work brought forward a deeper understanding of how TPACK translates to practice. Recommendations were provided for teacher education programs and for future studies.
Keywords: Teacher Knowledge, TPACK, Technology Integration, Rubric Development, and Technology Lesson Cycle

Author

• Karman Kurban, University of Houston