Four-course online TPACK professional development program (SED 520, 521, 522, 594)¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The program comprises three fully online technology education courses (SED 520 multimedia technologies, SED 521 digital images and video, SED 522 dynamic spreadsheets) plus a blended course, SED 594, combining online discussion of reform-based instructional strategies with practical teaching of a five-day unit in teachers' own classrooms. As printed, the program "developed four new university graduate level courses." Teachers act as students learning with technologies, then design, implement, analyze and reflect on their teaching, gathering videos, student products, and extensive critical reflections in electronic portfolios.

Design Implications¶

Context¶

Requirements¶

• Teachers need access to their own mathematics classrooms for the blended practical course
• Online communities of learners and reflective portfolio tools support the courses

Constraints¶

• The designers questioned whether the online experiences actually translated to teachers' classrooms, motivating the blended fourth course

Target Learners¶

• in-service middle and high school mathematics teachers

Target Learning Goals¶

• integrating technologies as mathematics learning tools
• developing TPACK for student-centered technology-rich instruction

Affordances¶

• Online Knowledge Building Tools And Processes Pattern

Claims¶

• In-service mathematics teachers in the online TPACK program shifted from teacher-centered to valuing student-centered instructional strategies for teaching with technologies [+W]
• Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them [+W]

Related Elements¶

Examples¶

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Key Sources¶

• 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/