Transforming Teachers’ Knowledge for Teaching Mathematics with Technologies through Online Knowledge-Building Communities
Date
2018-11
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Publisher
University of South Carolina & Clemson University
Abstract
Mathematics teacher educators are faced with designing teacher in-service professional development experiences for developing and transforming Technological Pedagogical Content Knowledge (TPACK) towards integrating digital technologies as mathematics learning tools. Online environments provide opportunities to a broad range of teachers, yet, the asynchronous nature presents communication and collaboration challenges. A researcher-conjectured,
empirically-supported learning trajectory guides this online TPACK program for engaging teachers in knowledge-building communities. Three online technology education courses provide teachers with experiences as students, learning about the technologies while confronting challenges to their thinking about teaching with the technologies. The fourth course provides the teachers with key experiences through blended instruction. Through online explorations and discourses in their communities, they examine reform-based instructional strategies for teaching with technologies. Concurrently, they design, implement, analyze and reflect on their teaching experiences through their designed five-day unit in their mathematics classrooms. Four TPACK components reveal how this experience in knowledge-building communities transforms their TPACK.
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Keywords
math, educator professional learning, teacher knowledge, edtech