Portraying Mathematics Pre-service Teachers’ Experience of Creating Video Lessons with Portable Interactive Whiteboards through the TPACK

Bonafini, Fernanda Cesar; Lee, Younhee

doi:10.1080/1547688x.2021.1980167

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…This narrative demonstrates the confidence and justification that this preservice teacher had concerning his implementation of educational technologies, regardless of the constraining circumstances. This confidence and ease aligns with Bonafini and Lee's (2021) recommendation that teacher educators at teacher training institutions ought to develop within their students as they develop their TPACK. It can further be inferred that the participant was confident about utilizing educational technologies in the teaching of geometry as he seemed to understand how its implementation assisted learners during instruction.…”

Section: Itemization Of Educational Technologies Identified For Mathe...supporting

confidence: 59%

An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.

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Section: Itemization Of Educational Technologies Identified For Mathe...supporting

confidence: 59%

An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.

Zulu

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“…The results of another study showed that preparing technologyenhanced, inquiry-based lesson plans for online instruction significantly affected PSTs' TPACK selfefficacy; however, they were at the moderate level in the proper use of technological tools and naive in technology integration (Kapici & Akcay, 2023). In addition, Bonafini and Lee (2021) found that although mathematics PSTs showed strong TK, TPK, and TCK in their instructional videos, their TCK practices were heavily focused on standard purposes such as creating a symbol or shape. Kartal and Dilek (2021), in another study, reported that pre-service science teachers who learned about instructional technologies and designed a technology-enhanced lesson showed positive developments in how to integrate technologies into science instruction, indicating that teaching science is more than just having technological knowledge.…”

Section: Studies On Pre-service Teachers' Tpack In Online Teachingmentioning

confidence: 98%

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

Kocagül,

Ünal Çoban

2024

Journal of Educational Technology and Online Learning

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It is aimed to reveal the factors that shape pre-service teachers’ (PSTs) online teaching practices in the scope of the technological pedagogical content knowledge (TPACK) framework. Ten science and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on multiple case study designs. The researchers collected data through online lesson videos and TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge about the assessment's technological tools because of giving it the most minor importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies for identifying and teaching the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvements in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations are offered for teacher education programs.

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How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics

Kadluba,

Strohmaier,

Schons

et al. 2024

Educ Stud Math

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Teachers need technological pedagogical content knowledge (TPACK) for teaching with technology, and its assessment is crucial for research and practice. Previous literature reviews on TPACK assessment were not specific to a content area (e.g., mathematics), although, by definition, the TPACK framework includes content-specific knowledge facets. Consequently, requirements for TPACK assessment could differ depending on the content. Further, reliable assessment of mathematics-specific TPACK depends on the quality of the test instruments used, but there is no consensus on the type of instruments used in past studies. This systematic literature review adds to existing reviews by focusing on TPACK assessment in mathematics, investigating the study characteristics, the instrument characteristics, and the operationalizations of TPACK. Regarding study characteristics, the findings reveal an increase in the number of studies conducted across various countries worldwide. As for instrument characteristics, researchers frequently used self-developed instruments to assess TPACK, often without providing information on reliability or validity measures. Regarding operationalizations, more than half of the studies used self-report scales to assess mathematics-specific TPACK, followed by observations and material analyses, while knowledge tests were hardly used. Additionally, assessments typically referred to the domain of mathematics as a whole instead of subdomains of mathematics. The results raise questions regarding the validity of the instruments and the comparability across studies.

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Portraying Mathematics Pre-service Teachers’ Experience of Creating Video Lessons with Portable Interactive Whiteboards through the TPACK

Cited by 3 publications

References 38 publications

An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.

An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics

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