In-service mathematics teachers in the online TPACK program shifted from teacher-centered to valuing student-centered instructional strategies for teaching with technologies¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2018 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Teachers' primary approach prior to the program was teacher-centered instruction, and through the program they shifted to valuing student-centered instructional strategies for teaching with technologies. → Niess 2018

Evidence¶

Niess 2018¶

Niess, M. L., & Roschelle, J. (2018). Transforming Teachers' Knowledge for Teaching Mathematics with Technologies through Online Knowledge-Building Communities. Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, SC. https://www.pmena.org/proceedings/

q2 · i? · qualitative · r1

Qualitative analysis of teachers' artifacts, expressions and reflections in the program's culminating blended course, summarized across the studied teachers. The authors report the most significant shift was toward "student-centered instructional strategies for teaching with technologies." No effect size is reported; findings are descriptive case evidence.

"The majority of the teachers' primary approach prior to this program involved teacher-centered instruction. Yet, through the program, they shifted to valuing student-centered instructional strategies for teaching with technologies."

Discussion¶

Related Claims¶

• A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction — the general claim this finding bears on, with the studies behind it

• Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers — the general claim this finding bears on, with the studies behind it

• Teachers' overarching conceptions expanded to value multiple technologies, including technologies for communication, collaboration, and inquiry, in more student-centered ways — possibly the same claim (merge candidate)
• After the IDEAS academy, both studied teachers' classrooms moved toward more student-centered methods, with inquiry and collaborative learning emerging — related
• Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them — related
• Early-stage IDC growth shows simplification, linearity, and dogmatism, with focal points shifting from format to content to technology across rounds — related
• Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study — related