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Developing and Implementing a Technology Pedagogical Content Knowledge (TPCK) for Teaching Mathematics with Technology
PROCEEDINGS

, Oregon State University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Assembling the influential components in the program, technology courses, faculty, university supervisors, work sample assignments, cooperating teachers, and peer teaching, this study analyzed the impact of a yearlong program to the development of preservice teachers' Technology Pedagogy Content Knowledge (TPCK). The program was studied along with the rationale and impact of all components to the preservice teachers' practices during student teaching. From three case studies, this study describes the similarities and differences on the preservice teachers understanding that influence their level of practices in real classroom during student teaching. Conclusion and recommendations for future research are also discussed

Citation

Suharwoto, G. (2006). Developing and Implementing a Technology Pedagogical Content Knowledge (TPCK) for Teaching Mathematics with Technology. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3824-3828). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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