Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science With Digital Image and Video Technologies in an Online Learning Experience

Abstract

This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers’ technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive constructivist structure to engage K–12 in-service teachers in an online learning course for teaching and learning mathematics and science with these technologies. The resulting trajectory shapes teachers’ TPACK into a more robust, integrated knowledge structure, influencing their thinking and decision making about the content, technology, and pedagogical concerns with these technologies. From their learning experiences, the teachers’ instructional intentions transformed to incorporate the tools and processes for teaching with technologies. The TPACK Learning Trajectory thus influences a transformation in the teachers’ TPACK strategic thinking about when, where, and how to use the technologies, with potential for influencing students’ thinking and learning of the content.

Additional information

Notes on contributors

Margaret L. Niess

Margaret (Maggie) L. Niess is professor emerita of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers require for integrating technologies in their teaching—TPACK. She has authored multiple peer-reviewed journal articles and chapters including teacher preparation books. She directed the design, implementation, and evaluation of an online master of science degree program for K–12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research from this program explores the effectiveness of a social metacognitive constructivist learning trajectory in online graduate coursework. Currently, she is an external evaluator for the online Post Baccalaureate Computer Science program to guide the instructors in implementing learner-centered, active learning online instructional strategies. She is an editor of an upcoming IGI Handbook of Research on Teacher Education in the Digital Age. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE), and recently served as the program chair and chair of the American Educational Research Association's SIG-TACTL (Technology as a Change Agent in Teaching and Learning). Please address correspondence to Margaret L. Niess, Science & Mathematics Education, College of Education, Oregon State University, Corvallis, OR 97331, USA. E-mail: [email protected]

Henry Gillow-Wiles

Henry Gillow-Wiles has both a PhD in mathematics education and an MS in mathematics from Oregon State University. His research focus centers on investigating the impact of online community of inquiry structures on teaching and learning. He has coauthored multiple peer-reviewed journals and chapters. He collaborated in the design, implementation, and evaluation of an online master of science degree program for K–12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Currently, he is collaborating in the redesign of the online Post Baccalaureate Computer Science program where a student-centered, inquiry-based pedagogy will become more evident. Additionally, as part of this program redesign, we are developing a professional development component to assist faculty in transitioning their instructional strategy choices to support the emerging pedagogy. He is active in the American Education Research Association as the Internet officer for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).