Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teaching and learning in a technology rich context challenge established thinking about students’ engagement in their learning. This descriptive, cross-case study combines current literature with the authors’ past research to develop a characterization of online learner technology engagement. This model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment; and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage with technology where technology becomes an object to think with, and how framing the course design and instructional strategy choices support learner engagement with technology in developing their TPACK.
Gillow-Wiles, H. & Niess, M. (2016). Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1-8). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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