Summary of a Journal Related to TPACK #8

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets:

Moving PCK to TPACK through Online Professional Development

Margaret L. Niess, Emily H. van Zee, Henry Gillow-Wiles (Oregon State University)

2010

In-service teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21^st century. This interpretive study examined in-service K–8 teachers’ growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online graduate course designed for integrating dynamic spreadsheets as teaching and learning tools in mathematics and science. With the lens of four TPACK components (Niess, 2005), the analysis describes teachers’ development from recognizing to accepting, adapting, and exploring TPACK levels. Implications and recommendations for the design of future professional development courses and continuing research are identified to support in-service teachers’ knowledge growth or teaching with technologies.