Education Commons^™

Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark Hoffer, Neal Grandgenett

Teacher Education Faculty Publications

How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants’ technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants’ technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).

Grounded Technology Integration In Mathematics, Neal Grandgenett, Judi Harris, Mark Hofer

Teacher Education Faculty Publications

Teachers today can choose from a variety of technologies for teaching mathematics. Drill-and-practice software, virtual manipulatives, real-life data sets, interactive geometry programs, graphing calculators, robots, and computer-based laboratories are just a few of the options available. But it can be difficult for mathematics teachers to know just which technologies to choose to support student learning in particular lessons.

One way to help teachers integrate technologies effectively is to match technology integration strategies to how teachers plan, rather than asking teachers to plan instruction that exploits the opportunities offered by particular educational technologies. For more information, see our previous article ( …

The Community Discovered: The Search For Meaning Through The Integration Of Art And Technology In K-12 Education - Annual Progress Report No. 3, Kathy Coufal, Neal Grandgenett, Westside Community Schools

Teacher Education Faculty Publications

This third evaluation progress report concerns a 5-year project that links technology and the visual and performing arts with other subject areas to transform the education of K-12 students in Nebraska and nationwide. The report states that the "Community Discovered" project is continuing to make substantial and consistent progress in its training, classroom integration, and evaluation activities. It explains that the project focuses on enhancing education by developing interdisciplinary constructivist curriculum units that deliver the arts and art resources to the classrooms of Nebraska and the world via the use of the Internet, describing the project as a multi-element education …

The Community Discovered: The Search For Meaning Through The Integration Of Art And Technology In K-12 Education - Evaluation Progress Report No. 2, Kathy Coufal, Neal Grandgenett, Westside Community Schools

Teacher Education Faculty Publications

This second evaluation progress report concerns a 5-year project that links technology and the visual and performing arts with other subject areas to transform the education of K-12 students in Nebraska and nationwide. The report states that the project's focus is to develop curriculum models of engaged student learning using technology and resources of the Information Superhighway, and that a special emphasis has been placed on serving disadvantaged students in rural and urban areas. It also states that the project is being conducted by the Westside Community Schools in Omaha, Nebraska, and that five art museums are currently involved. The …

The Community Discovered: The Search For Meaning Through The Integration Of Art And Technology In K-12 Education - Evaluation Progress Report No. 1, Kathy Coufal, Neal Grandgenett, Westside Community Schools

Teacher Education Faculty Publications

The project of focus in this evaluation progress report is currently completing the second year of full operation and is a 5-year project that links technology and the visual and performing arts with other subject areas to transform the education of K-12 students in Nebraska and nationwide. The report notes that special emphasis is placed on serving disadvantaged students in rural and urban areas. It states that the project's focus is to develop curriculum models of engaged student learning using technology and resources of the "Information Superhighway," and that five museums are also involved. The report explains that the project …