Mathematics Instructors’ Experiences Stabilizing TPACK When Using New Technologies in a Distance-Based Graduate Program
Abstract: Converting traditional on-campus courses for a new distance-based mathematics program is not a simple process. Years of teaching experience in using face-to-face technologies such as blackboards and document cameras promote a stable pattern of integrated technological, pedagogical, and content knowledge (TPACK). According to Koehler and Mishra, new technologies tend to put TPACK into a state of disequilibrium. To restore stability, instructors will need to think consciously about older technologies they have used for effective student learning and how they can successfully integrate new technologies into existing TPACK. This qualitative study will describe mathematics instructors’ experiences with TPACK disruption and strategies they used to stabilize TPACK. The primary sources of data include interviews with university instructors who used new technologies for distance-based courses in a new master’s degree program in mathematics. Suggestions for stabilizing TPACK will be provided.