Changes in K–8 In-Service Teachers' Technological, Pedagogical, and Content Knowledge During a Graduate Course About Teaching Mathematics With Technology

• In Event: Poster Session 16
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

This study examined the impact of a graduate course focused on the purposeful technology integration for teaching elementary mathematics. Using the Technological, Pedagogical, and Content Knowledge (TPACK) Framework to conceptualize how elementary/middle school teachers’ knowledge required for integrating technology into their teaching, participating K-8 inservice teachers’ TPACK was was measured using a survey instrument. While no differences were found for two subscales of TPACK (CK, PCK), statistically significant differences were found for five subscales of TPACK (TK, PK, TPK, TCK, TPACK). The results suggest that the K-8 mathematics inservice teachers’ technological, pedagogical, and content knowledge improved during the graduate course.

Authors

• Amanda Thomas, University of Nebraska - Lincoln

• Alden Jack Edson, Michigan State University

• Fitsum Fekadeselassie Abebe, University of Nebraska - Lincoln