Enhancing New High School Math Teachers’ TPACK Integration Through a Supportive Workshop

Brief Paper (Asynchronous) ID: 61022
  1. Hsing Wen Hu
    Coastal Carolina University
  2. Grant Sasse
    Chadron State College

Abstract: The objective of the proposed study is to look at how a supportive workshop focused on the integration of technological, pedagogical, and content knowledge (TPACK) affects new high school math teachers’ ability to integrate technology into mathematics classrooms. As part of this study, three teachers have been receiving professional development over the years 2021 and 2022. The study is evaluating participants’ TPACK development stages and competencies. Data will be examined with a qualitative lens using a collective case study approach.

Topic

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