Open AccessFinding the Sweet Spot: The Intersection of Technology, Pedagogy, and Mathematics in Preservice Training
Author(s) -
Barbara Martin,
Karlee Stapf,
Tessa Kanturek
Publication year - 2021
Publication title -
international research in higher education
Language(s) - English
Resource type - Journals
eISSN - 2380-9205
pISSN - 2380-9183
DOI - 10.5430/irhe.v6n1p15
Subject(s) - mathematics education , teacher education , teacher preparation , technology integration , pedagogy , intersection (aeronautics) , computer science , psychology , teaching method , engineering , aerospace engineering
The purpose of this research was to look critically at successful technology integration in teacher preparation programs. Researchers used the Technology, Pedagogy and Content Knowledge (TPACK) framework developed by Mishra and Koehler (2006) to provide a lens that quantitatively and qualitatively examines student knowledge. Data was collected for three years to see if the development of TPACK had increased in pre-service teachers. Results from the study found that the pre-service teachers developed pedagogical knowledge more than any other constructs, followed by content knowledge, and finally technological knowledge. This knowledge can help us learn how to instruct future teachers more seamlessly in methods for integrating technology into the K-12 classroom, without compromising the content or pedagogy. These three areas (TK, CK, and PK) can be developed independently, but in order for TPACK to truly evolve and successful learning to happen in the classroom, having overlap between these separate content knowledge constructs is imperative.