Margaret L. Niess

Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers rely on for teaching with technologies –TPACK. She has authored multiple peer-reviewed works including a teacher preparation textbook, Guiding Learning with Technology. She is currently directing the design, implementation, and evaluation of a new online Master of Science program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Research from this work has focused on developing a community of learners in online graduate coursework. She chaired the Technology Committee for the Association of Mathematics Teacher Educators (AMTE), served as Vice President of the Teacher Education Council for Society for Information Technology and Teacher Education (SITE), served on the Board of Directors for School Science and Mathematics (SSMA), and was an editor of School Science and Mathematics Journal.

Publications

Handbook of Research on TPACK in the Digital Age
Margaret L. Niess, Henry Gillow-Wiles, Charoula Angeli. © 2019. 490 pages.
This title is an IGI Global Core Reference for 2019 as it was co-edited by a leading education scholar, this title provides the latest research on the enhancement of...
Online Instructional Strategies for Enhancing Teachers' TPACK: Experiences, Discourse, and Critical Reflection
Margaret L. Niess, Henry Gillow-Wiles. © 2019. 22 pages.
This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their...
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry
Henry Gillow-Wiles, Margaret L. Niess. © 2019. 23 pages.
This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of...
The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation Over Four Decades
Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David Pugalee, Christopher R. Rakes, Robert N. Ronau. © 2019. 27 pages.
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have...
Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Margaret L. Niess, Henry Gillow-Wiles. © 2019. 30 pages.
As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom...
Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers
Rachel Harrington, Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, Margaret L. Niess. © 2019. 23 pages.
The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and...
Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities
Margaret L. Niess. © 2019. 213 pages.
The explosion of digital technologies in the 21st century provided access to multiple robust inquiry, communication, and collaboration applications. The enhanced capabilities...
Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers
Rachel A. Harrington, Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, Margaret L. Niess. © 2019. 23 pages.
The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and...
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
Henry Gillow-Wiles, Margaret L. Niess. © 2018. 31 pages.
Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed...
The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation Over Four Decades
Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David K. Pugalee, Christopher R. Rakes, Robert N. Ronau. © 2018. 29 pages.
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have...
Mathematics Education Technology Professional Development: Changes Over Several Decades
Shannon O. Driskell, Sarah B. Bush, Robert N. Ronau, Margaret L. Niess, Christopher R. Rakes, David K. Pugalee. © 2018. 30 pages.
The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge...
Introduction to Teachers' Knowledge-of-Practice for Teaching With Digital Technologies: A Technological Pedagogical Content Knowledge (TPACK) Framework
Margaret L. Niess. © 2018. 15 pages.
Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and...
Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Margaret L. Niess, Henry Gillow-Wiles. © 2018. 30 pages.
As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom...
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Margaret L. Niess, Henry Gillow-Wiles. © 2018. 28 pages.
This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in...
Online Learning Trajectory for Knowledge-Building Communities to Reframe Inservice Teachers' TPACK
Margaret L. Niess. © 2018. 24 pages.
Knowledge-building communities facilitate learning through collaborative explorations and investigations using today's technologies as learning tools. Such communities...
Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory
Margaret L. Niess. © 2018. 18 pages.
This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based...
Online TPACK Learning Trajectory Tools and Processes
Margaret L. Niess. © 2018. 18 pages.
A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive...
Applying the TPACK Learning Trajectory in Blending Practical Teaching Experiences With Online Community of Learner's Explorations
Margaret L. Niess. © 2018. 21 pages.
Inservice teacher preparation balances theory with practical experiences to support teachers in integrate their theoretical knowledge into their teaching practice. Online...
Looking to the Future in Transforming Inservice Teachers' TPACK Through Online Continued Learning
Margaret L. Niess. © 2018. 14 pages.
The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the...
Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities
Margaret L. Niess. © 2017. 173 pages.
Educational technologies are vastly becoming a common-place entity in classrooms as they provide more options and support for teachers and students. However, many teachers are...
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Margaret L. Niess, Henry Gillow-Wiles. © 2017. 28 pages.
This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in...
Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education
Henry Gillow-Wiles, Margaret L. Niess. © 2017. 30 pages.
The purpose of this chapter is to describe the impact engaging collaborative software has on technological pedagogical content knowledge (TPACK) development through collaboration...
Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers
Rachel A. Harrington, Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, Margaret L. Niess. © 2016. 22 pages.
The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and...
Mathematics Education Technology Professional Development: Changes over Several Decades
Shannon O. Driskell, Sarah B. Bush, Robert N. Ronau, Margaret L. Niess, Christopher R. Rakes, David K. Pugalee. © 2016. 30 pages.
The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge...
Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Margaret L. Niess, Henry Gillow-Wiles. © 2016. 30 pages.
As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom...
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
Henry Gillow-Wiles, Margaret L. Niess. © 2016. 31 pages.
Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed...
Leveraging Dynamic and Dependable Spreadsheets Focusing on Algebraic Thinking and Reasoning
Margaret L. Niess. © 2015. 23 pages.
Algebraic thinking and reasoning are important skills for students to develop as they transition from arithmetic to algebra. The Common Core State Standards for Mathematics links...
Handbook of Research on Teacher Education in the Digital Age
Margaret L. Niess, Henry Gillow-Wiles. © 2015. 722 pages.
Traditional classrooms are fast becoming a minority in the education field. As technologies continue to develop as a pervasive aspect of modern society, educators must be trained...
The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades
Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David Pugalee, Christopher R. Rakes, Robert N. Ronau. © 2015. 27 pages.
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have...
Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education
Henry Gillow-Wiles, Margaret L. Niess. © 2015. 28 pages.
The purpose of this chapter is to describe the impact engaging collaborative software has on technological pedagogical content knowledge (TPACK) development through collaboration...
Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess. © 2012. 409 pages.
Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we...
Teacher Knowledge for Teaching with Technology: A TPACK Lens
Margaret L. Niess. © 2012. 15 pages.
Technology, pedagogy, and content knowledge (TPACK) is a dynamic lens that describes teacher knowledge required for designing, implementing, and evaluating curriculum and...
Re-Thinking Pre-Service Mathematics Teachers Preparation: Developing Technological, Pedagogical, and Content Knowledge (TPACK)
Margaret L. Niess. © 2012. 21 pages.
Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and...
New Directions in the Research of Technology-Enhanced Education
Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess, Lauren Wagener, David Pugalee, Christine Browning, Shannon O. Driskell, Susann M. Mathews. © 2011. 33 pages.
This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education...
New Directions in the Research of Technology-Enhanced Education
Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess, Lauren Wagener, David Pugalee, Christine Browning, Shannon O. Driskell, Susann M. Mathews. © 2010. 35 pages.
This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education...