The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld
PROCEEDINGS
Irina Lyublinskaya, Nelly Tournaki, CUNY College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
A year-long PD program was provided to four teachers teaching integrated algebra in a New York City Title I public school. The PD comprised teacher authoring of a curriculum that incorporated TI-Nspire? technology. Teacher TPACK levels of development were measured through a TPACK Levels Rubric, created and validated by the authors. The rubric was used to assess the teachers’ written artifacts and observed behaviors. Results indicated that the pattern of change in a given teacher’s TPACK level over the period of a school year was non-linear. The classroom teaching was either at the same level or lower than the TPACK level of the corresponding lesson plan. The students performed better in the courses taught by the teachers with higher TPACK.
Citation
Lyublinskaya, I. & Tournaki, N. (2011). The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4396-4401). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/37023/.
Keywords
References
View References & Citations Map- Bratina, T.A., Hayes, D. & Blumsack, S.L. (2002). Preparing teachers to use learning objects. The Technology Source, November/December 2002.
- Brusilovsky, P., Knapp, J, & Gamper, J. (2006). Supporting teachers as content authors in intelligent educational systems. International Journal of Knowledge Learning (3/4), 191-215.
- Dick, T., & Burrill, G. (2009). Tough to Teach/Tough to Learn: Research Basis, Framework, and Practical Application of TI-Nspire Technology in the Math Nspired series. Education Technology Group– Texas Instruments: Dallas, TX.
- Ellington, A.J. (2003). A meta-analysis of the effects of calculators on students’ achievement and attitude levels in precollege mathematics classes. Journal for Research in Mathematics Education. 34(5), 433-463.
- Grossman, P.L. (1989). A study in contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40(5), 24-31.
- Grossman, P.L. (1991). Overcoming the apprenticeship of observation in teacher education coursework. Teaching and Teacher Education, 7, 245-257.
- Khoju, M., Jaciw, A., & Miller, G.I. (2005). Effectiveness of graphing calculators in K-12 mathematics achievement: A systematic review. Palo Alto, CA: Empirical Education, Inc.
- Margerum-Leys, J., & Marx, R.W. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Niess, M.L. (2008). Knowledge needed for teaching with technologies– Call it TPACK. AMTE Connections, 17(2), 9-10.
- Niess, M.L. (2010). Preparing Teachers with the Knowledge for Teaching Mathematics with Spreadsheets: Developing Technological Pedagogical Content Knowledge. Submitted to Teaching and Teacher Education.
- Niess, M.L., Suharwoto, G., Lee, K., & Sadri, P. (2006). Guiding Inservice Mathematics Teachers in Developing TPCK. Paper presented at the American Education Research Association Annual Conference, San Francisco, California, April.
- Pierson, M.E. (2001). Technology integration practices as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-429.
- Zhao, Y. (2003). What teachers should know about technology: Perspectives and Practices. Greenwich, CT: Information Age Publishing.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Teaching Geometry In The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels
Enver Tatar, Atatürk University, Turkey; Ruhşen Aldemir, Kafkas University, Turkey; Margaret Niess, Oregon State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 111–129
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
Slides
- presentation_3045_31501.ppt (Access with Subscription)