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Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans.
ARTICLE

, , The College of Staten Island, CUNY, United States

Journal of Technology and Teacher Education Volume 22, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional technology in teaching science and mathematics to children with learning and behavior disabilities. The TPACK Levels Rubric developed by Lyublinskaya and Tournaki (2011) was used to assess participants’ lesson plans created as part of the required course work submitted during the 5th and 12th (out of 15) weeks of instruction. The paired samples t-test revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK. Implications for teacher education programs are discussed.

Citation

Lyublinskaya, I. & Tournaki, N. (2014). Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans. Journal of Technology and Teacher Education, 22(4), 449-470. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 20, 2019 from .

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