A Framework for TPACK Action Research

A Framework for TPACK Action Research

P. Mark Taylor (Carson-Newman University, USA)
DOI: 10.4018/978-1-4666-4086-3.ch004
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In the implementation of the Common Core State Standards, teacher educators have an unprecedented opportunity. Both preservice and inservice teachers are aware that they have much to learn about the effective implementation of the standards. This is especially true in light of the standards inclusion of technology on the list of tools, which students should be selecting and properly using. Action research can be an effective pedagogical tool for teacher educators to employ as we support teachers’ learning about these technology tools for learning mathematics. Four levels of TPACK action research are suggested as a framework for teacher educators to use as they take advantage of this opportunity.
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The Need For Teachers To Learn: The Role Of Technology In The Common Core

The current environment of high stakes testing and the move to the Common Core State Standards (CCSS) has created a perceived need to learn for the vast majority of teachers, especially for those that teach mathematics. Since most teacher evaluation systems are now incorporating student achievement scores as a major component of the annual review process, many teachers are scrambling to find anything that will give their students a little more of an advantage. CCSS outlines not only specific content standards, but also defines mathematical processes. In the Standards for Mathematical Practice, the CCSS outlines how students are to operate as they learn and apply the content standards.

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