Share Paper: Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge

  1. Beth Bos, Texas State University, United States
  2. Kathryn Lee, Texas State University, United States
Monday, March 5 10:15-10:45 AM Capitol C

Abstract: This study examined the effects of a problem-based Elementary Mathematics Specialist (EMMT) Program on mathematical, technological, and pedagogical knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was used with a matched pair t-test for pre- and post-test data. The results revealed statistical significant gains with good effect sizes. The data shows that growth in TPACK knowledge flourished in this content-based program emphasizing technology, critical thinking, problem solving, creativity, and cognitive development.