Abstract

Pre-service teachers (PSTs) have shifted successfully from their identity as learners of mathematics to teachers of mathematics due to their TPACK development (Ozgun-Koca, Meagher, & Edwards, 2010), but there is not sufficient information about how to guide pre-service teachers to integrate TPACK into their lesson design and teaching. The ASSURE model (a model that leads educators to plan systematically for effective use of technology and media) can provide another way for PSTs to enhance their TPACK development (Samldino, Lowther, and Russell, 2012). The purpose of this study was to investigate how the ASSURE model can increase pre-service teachers’ capacity for integrating technology, pedagogy, and content knowledge into math classrooms. The outcome of this study shows PSTs are able to design and implement TPACK math lessons successfully by applying the ASSURE model.