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Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science With Digital Image and Video Technologies in an Online Learning Experience
Abstract
This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers’ technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive constructivist structure to engage K–12 in-service teachers in an online learning course for teaching and learning mathematics and science with these technologies. The resulting trajectory shapes teachers’ TPACK into a more robust, integrated knowledge structure, influencing their thinking and decision making about the content, technology, and pedagogical concerns with these technologies. From their learning experiences, the teachers’ instructional intentions transformed to incorporate the tools and processes for teaching with technologies. The TPACK Learning Trajectory thus influences a transformation in the teachers’ TPACK strategic thinking about when, where, and how to use the technologies, with potential for influencing students’ thinking and learning of the content.
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“From a different perspective, evidence from participants carrying out training programmes based on the Technological Pedagogical Content Knowledge (TPACK) framework 2 reported gains across the different knowledge domains and a more integrated knowledge structure (Doering et al. 2009;Niess and Gillow-Wiles 2014) that, in the latest study, also influenced their thinking about the concerns associated”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Niess and Gillow-Wiles 2014
In the citing paper
“providing an integrated approach in relation to the different knowledge domains (Anderson, Barham, and Northcote 2013;Evens et al. 2017;Niess and Gillow-Wiles 2014) as well as the elements involved in the online teaching and learning”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Niess and Gillow-Wiles 2014
In the citing paper
“More and more studies are acknowledging the different pedagogical approach required for an effective online learning experience (e.g., Doering et al. 2009;Niess and Gillow-Wiles 2014)”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Niess and Gillow-Wiles 2014
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Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Niess, M. L., & Gillow-Wiles, H.
- Affiliations
- Oregon State University (US)
- ORCID
- Niess, Margaret L.
- Venue
- Journal of Digital Learning in Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2014-12-19
- Volume
- 31
- Issue
- 1
- Pages
- 5-17
- ISSN
- 2153-2974 (ISSN-L)
- 2332-7383
- OpenAlex
- W1990310062
- Cited by
- 14
- References
- 1
- Citations by year
- 2025: 1 · 2024: 5 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 1 · 2016: 2
- FWCI
- 5.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Digital Learning in Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education and Technology Integration
- Keywords
- TPACK, learning trajectories, mathematics education, science education, in-service teachers, online teacher training, metacognition, constructivism, educational technology integration, K-12 teachers
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