Polly, D. (2018). Leveraging elements of understanding by design to develop elementary education candidates’ TPACK in mathematics. In D. Williams, & N. N. Harkness (Eds.), Diverse learning opportunities through technology-based curriculum design (pp. 147–162). https://doi.org/10.4018/978-1-5225-5519-3.ch007   

Abstract:

“Technology access is at an all-time high in schools in the United States. However, research continues to document barriers to using technology in mathematics in ways that support higher-level thinking and lead to student achievement. This study examined teacher candidates’ work samples in a course focused on instructional design and technology integration. The inductive analysis of candidates’ work indicated that candidates demonstrated instructional design skills related to planning mathematics units, lessons, and personalized learning playlists. TPACK development was evident at the end of the semester, but barriers related to content knowledge and pedagogical content knowledge were evident in the early and middle stages of the semester. Implications for continuing to examine the development of candidates’ instructional design and TPACK are also shared.”