Handbook of Research on TPACK in the Digital Age

Handbook of Research on TPACK in the Digital Age

Margaret L. Niess (Oregon State University, USA), Henry Gillow-Wiles (Southern Oregon University, USA) and Charoula Angeli (University of Cyprus, Cyprus)
Release Date: November, 2018|Copyright: © 2019 |Pages: 490
ISBN13: 9781522570011|ISBN10: 1522570012|EISBN13: 9781522570028|DOI: 10.4018/978-1-5225-7001-1

Description

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 Technological Pedagogical Content Knowledge (TPACK). Building upon her previous studies conducted through multiple Mathematics and Science Partnership (MSP) grants from the U.S. Department of Education, this comprehensive publication brings together over 45 educational experts, from the U.S., South America, and Europe, to provide online learning, digital technologies, and pedagogical strategies.

The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Critical Thinking
  • Digital Technologies
  • Instructional Strategies
  • Knowledge Development
  • Learning Trajectories
  • Online Learning
  • Pedagogical Strategies
  • Pre-Service Learning
  • Teacher Knowledge
  • Technology Integration

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Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

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.
Henry Gillow-Wiles has both a Ph.D. in Mathematics Education and a M.S. in Mathematics from Oregon State University. His research focus centers on investigating the impact of online community of inquiry structures on teaching and learning. He has co-authored multiple peer-reviewed journals and chapters. He collaborated in the design, implementation, and evaluation of an online Master of Science degree program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Currently, he is collaborating in the re-design of the online Post Baccalaureate Computer Science program where a student-centered, inquiry-based pedagogy will become more evident. Additionally, as part of this program redesign, we are developing a professional development component to assist faculty in transitioning their instructional strategy choices to support the emerging pedagogy. He is active in the American Education Research Association as the Internet officer for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).