Abstract
This study examines newly graduated high school math teachers’ competence in integrating technology into mathematics teaching after receiving supportive Technological Pedagogical Content Knowledge (TPACK) workshops. The researchers also evaluated how their proficiencies of technology integration impacted K-12 students’ learning in mathematics, particularly assessing the influence of the supportive workshops on their TPACK levels.
Presenters
Hsing-Wen HuProfessor, Department of Teacher Education, Coastal Carolina University, South Carolina, United States Grant Sasse
Dean of Curriculum, Accreditation and the School of Professional Studies and Applied Sciences, Chadron State College, Nebraska, United States
Details
Presentation Type
Theme
Science, Mathematics and Technology Learning
KEYWORDS
The levels of TPACK, High School Math Teachers, Supportive Workshop
