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What is TPACK Components

Chapter 22
Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Four components of transformed knowledge include teachers’: (1) overarching conception; (2) knowledge of students’ thinking and understandings; (3) knowledge of curricular materials; and (4) knowledge of instructional strategies and representations for teaching.
Published in Chapter:
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
Henry Gillow-Wiles (Southern Oregon University, USA) and Margaret L. Niess (Oregon State University, USA)
Copyright: © 2016 |Pages: 31
DOI: 10.4018/978-1-5225-0120-6.ch022
Abstract
Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed conception of learner engagement for online environments consisting of: engagement with community; engagement with technology; engagement with mathematics content; and an amalgam of all three. This descriptive, cross-case study combines current literature with the authors' past research to develop characterizations of these components of online learner engagement. This reconstructed model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage in a unit of instruction, and framing the course design and instructional strategy choices that support learner engagement.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 18
Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Four components of transformed knowledge include teachers’: (1) overarching conception; (2) knowledge of students’ thinking and understandings; (3) knowledge of curricular materials; and (4) knowledge of instructional strategies and representations for teaching.
Published in Chapter: Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Full Text Chapter Download: US $37.50 Add to Cart
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