Examining How the Enactment of TPACK Varies Across Grade Levels in Mathematics

摘要

Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers' un derstandings related to effectively teaching with technol ogy. This study examined the development of TPACK of two teachers during their mathematics teaching after participat ing in a learner-centered professional development (LCPD) project designed to support technology integration. Inductive analyses of classroom observations and interviews indicate that both teachers were able to enact aspects of TPACK in their classroom. However, teachers' use of technology only developed students' higher-order thinking skills and concep tual understanding in limited ways. Implications for future professional development projects and the TPACK model are also discussed.