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Evolving Pedagogy and Practice: The 1:1 Mathematics Classroom through a TPACK Lens

Evolving Pedagogy and Practice: The 1:1 Mathematics Classroom through a TPACK Lens

Susan Hennessey, Mark W. Olofson, Meredith J. C. Swallow, John M. Downes
Copyright: © 2017 |Pages: 29
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch092
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MLA

Hennessey, Susan, et al. "Evolving Pedagogy and Practice: The 1:1 Mathematics Classroom through a TPACK Lens." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 2005-2033. https://doi.org/10.4018/978-1-5225-1624-8.ch092

APA

Hennessey, S., Olofson, M. W., Swallow, M. J., & Downes, J. M. (2017). Evolving Pedagogy and Practice: The 1:1 Mathematics Classroom through a TPACK Lens. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 2005-2033). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch092

Chicago

Hennessey, Susan, et al. "Evolving Pedagogy and Practice: The 1:1 Mathematics Classroom through a TPACK Lens." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 2005-2033. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1624-8.ch092

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Abstract

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

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