Margaret L. Niess

Preparing Teachers to Teach Science and Mathematics with Technology

Oregon State University has developed a teacher preparation model for preparing teachers to teach with technology. Student teachers develop extensive plans for implementing hands-on technology activities integrated with teaching science or math content. Following instruction, their reflections are directed toward student learning of science and math with technology. Does the technology support or hinder conceptual development? Ultimately, they recognise enhanced instructional outcomes related to the science and/or math of the technology. Recognition of this key factor enhances their understanding of integrating technology in a manner that extends student learning beyond traditional science or math outcomes.

Predicting Academic Achievement of College Computer Science Majors

AbstractThis study investigated whether student academic achievement in college computer science programs in Taiwan could be predicted by factors reported to be effective in U.S. studies. Subjects were 940 college students enrolled in five universities offering computer science programs. A correlation study was conducted and prediction models were established. The predictive powers of college entrance examination (CEE) scores in relation to subsequent college performance appeared to be limited. Overall high school achievement and math course averages were identified as effective performance predictors. The close relationship between performance in introductory computer science courses and performance in complete computer science programs was validated. Significant linear prediction models with limited predictive powers were generated for overall performance but not for introductory computer science course performance. Model predictive powers were significantly improved when performance in introductory com...

A Survey of Mathematics Education Technology Dissertation Scope and Quality 1968–2009

We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%. Doctoral students as well as their mentors can play a pivotal role in increasing the quality of research in this area by attending to the QF categories as they plan, design, implement, and complete their dissertation studies. These results imply that mathematics education technology researchers should demand greater clarity in published papers through the preparation of their own manuscripts and how they review the works of others.

Transforming Teachers’ Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology

Technological pedagogical content knowledge (identified by TPCK and/or TPACK) describes teachers’ knowledge for teaching with technologies. Four components illuminate teachers’ TPACK as the: (1) overarching conceptions of teaching content with technologies; (2) knowledge of students’ understanding, thinking and learning with technologies; (3) knowledge of curriculum and curriculum materials; (4) knowledge of instruction and instructional representations. Five levels of acceptance for teaching with technologies (recognizing, accepting, adapting, exploring, and expanding) describe teachers’ knowledge transformation for teaching with technology. These acceptance levels are examined by the four TPACK components to clarify the development of the knowledge, skills, and dispositions comprising teachers’ knowledge. Analysis of the four TPACK components in multiple research projects advocates learning trajectories for transforming teachers’ knowledge for teaching with technologies. Recommendations for the design of future educational programs highlight the importance of continued experiences for enhancing the habits of mind that support teachers in teaching with technologies.

Computer-using teachers in a new decade

Abstract Has the impact of computer technology in education altered the education teachers need in order to be computer-using teachers? Are teachers being prepared for the decade of the ′90s using the technology of the ′80s to meet the goals/needs of the ′80s? The Northwest Council for Computer Education and Oregon State University funded a project to develop guideline competencies for teacher preparation programs. Separate sets of competencies were developed for elementary, middle school and high school teachers, for elementary, middle school and high school computer teachers and for elementary, middle school and high school curriculum coordinators. A comparison of these competencies with a similar set developed in 1983 suggests recommendations for changes in preservice and inservice teacher preparation programs. More importantly, the competencies call for major revisions in the curriculum and for teachers who can develop and teach the revised curriculum utilizing computer technology.

Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science With Digital Image and Video Technologies in an Online Learning Experience

Abstract This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers’ technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive constructivist structure to engage K–12 in-service teachers in an online learning course for teaching and learning mathematics and science with these technologies. The resulting trajectory shapes teachers’ TPACK into a more robust, integrated knowledge structure, influencing their thinking and decision making about the content, technology, and pedagogical concerns with these technologies. From their learning experiences, the teachers’ instructional intentions transformed to incorporate the tools and processes for teaching with technologies. The TPACK Learning Trajectory thus influences a transformation in the teachers’ TPACK strategic thinking about when, where, and how to use the technologies, with potential for influencing students’ thinking and learning of the content.

Models of Teacher Development for the Integration of ICT in the Classroom

This professional group explored a range of pre-service teacher education and continuing professional development strategies undertaken in the countries/systems/institutions of the members. No single strategy was identified as best, rather a variety of strategies were found to meet the varying needs Issues during design, implementation and evaluation of strategies for the effective implementation include time, money, leadership development, alignment of the goals of assessment and professional development, lifelong learning, motivating teachers, rewards and incentives, language barriers.

Online Teacher Education: Transforming Teachers’ Knowledge for Teaching with Digital Technologies

This case study focuses teacher education toward the design of online learning educational environments to guide in-service teachers’ development of technological pedagogical content knowledge (TPACK), the knowledge for effectively integrating technologies in their classroom instruction. This study describes a researcher-designed learning trajectory instructional approach that highlights key online instructional features that guide teachers in improving and refining their TPACK. In an online Masters’ degree program, the research-based learning trajectory transforms teachers’ knowledge for teaching mathematics with technologies by focusing on the development of their knowledge-of-practice through “systematic inquiry about teaching” with technology that considers “learners and learning, subject matter and curriculum, and schools and schooling” [6]. The multiple case, descriptive study provides a rich description of how the features of the learning trajectory influence nine K-12 teacher participants’ thinking about their own thinking with the technology for learning mathematics and their thinking about their students’ thinking and understanding when learning with multiple technologies. The study concludes by proposing that teacher educators consider incorporating such a researcher-designed learning trajectory instructional approach to interweave descriptive tasks with specific pedagogical strategies in order to enhance teachers’ knowledge for teaching their content with technology – their TPACK.