Share Paper: The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld
Thursday, March 10 1:30 PM-2:00 PM Two Rivers
Abstract: A year-long PD program was provided to four teachers teaching integrated algebra in a New York City Title I public school. The PD comprised teacher authoring of a curriculum that incorporated TI-Nspire? technology. Teacher TPACK levels of development were measured through a TPACK Levels Rubric, created and validated by the authors. The rubric was used to assess the teachers’ written artifacts and observed behaviors. Results indicated that the pattern of change in a given teacher’s TPACK level over the period of a school year was non-linear. The classroom teaching was either at the same level or lower than the TPACK ...