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Connecting Preservice Teachers’ Knowledge of Mathematics, Pedagogy, and Technology through Learning Object Design. Jennifer Kosiak Becky LeDocq. Outline. Learning Object Design PCK & MKT TPCK Our Study Conclusion Questions. Learning Object Design.
(Kay & Knaack 2005; NRC 1999)
Teaching requires a structured knowledge network of specific subject matter facts, skills, and concepts that are intimately connected.
(Schulman 1986, p. 9)
In the context of teaching math, PCK requires:
(Hill & Ball 2004, NRC 2001)
Educators must not only be proficient in subject matter and pedagogical knowledge, but they must also develop an “overarching conception of their subject matter with respect to technology and what it means to teach with technology”.
(Niess 2005, p. 510).
Effective teaching with technology requires “understanding the mutually reinforcing relationships between all three elements taken together to develop appropriate, context specific strategies and representations”.
(Mishra & Koehler 2006, p. 27).
(Mishra &Koehler 2006)
Sixty exit-survey responses were independently categorized into three overlapping categories:
Intersecting categories were exclusively recorded as:
(4) Pedagogical Content Knowledge;
(5) Technological Content Knowledge;
(6) Technological Pedagogical Knowledge; and
(7) Technological, Pedagogical, Content Knowledge.
Technological Content Knowledge would provided evidence of an understanding of how technology influence mathematical knowledge including, but not limited to, the varied representations of a concept or procedure through technology.
Pedagogical Content Knowledge would reflect the interplay between mathematics subject knowledge and the ways to represent and explain this knowledge to others.
All responses were categorized using one of the seven exclusive descriptors to describe the level of TPCK knowledge.
The project was a great experience, both in terms of the valuable information I gained about the process of problem solving as well as the ability to teach problem solving procedures with the use of technology. I feel the portion of the project which benefited me the most, in preparing to create learning objects, was exploring the several approaches students take when solving a problem and being able to represent this with technology.
* Number of Categorized Responses = 60
A 3-D TPCK DevelopmentalFramework
A 3-D TPCK Developmental Framework
Jennifer Kosiak Becky LeDocq
For more information on the PRAXIS Wisconsin Project please visit http://www.uwlax.edu/mathematics/praxis/los/assets/project_intro.htm