Harrington, R. A. (2008). The development of pre-service teachers’ technology specific pedagogy (Publication No.  3308570) [Doctoral dissertation, Oregon State University]. ProQuest Dissertations & Theses Global.

Abstract:

“The purpose of this study was to document the development of pre-service teachers’ Technology Specific Pedagogy as they learned to teach mathematics with technology during their initial licensure program. The study investigated the pre-service teachers’ learning using both a social and a psychological perspective of teacher learning. Two research questions were used to guide the research: 1. What patterns of participation are displayed across learning contexts as pre-service teachers reason pedagogically about teaching mathematics with technology prior to their full-time student teaching? 2. In what ways do the Technology Partnership Project and its features facilitate pre-service mathematics teachers’ development of TPCK? The pre-service teachers shared ideas that gave insight into their reasoning about teaching with technology, their overarching conception of teaching mathematics with technology and their knowledge of students’ understanding, thinking, and learning in mathematics with technology. Five pre-service teachers were followed during coursework and participation in the Technology Partnership Project field experience. Course participation, course assignments, team planning meetings, teaching observations, teaching artifacts, and interview transcripts were documented and analyzed as evidence of the development of pre-service teachers’ Technology Specific Pedagogy. Three pre-service teachers were purposefully selected for in-depth case analysis. The study identified four patterns of participation as the three case participants reasoned about teaching with technology: Playing to Learn, Lesson Design, Student Control, and Equitable Access. The pre-service teachers also shared ideas that indicated their overarching conception of teaching mathematics with technology: Doing to the Technology versus Using the Technology, and Technology as an Extension/Simplifier versus Technology as Enhancer/Differentiator. Lastly, the pre-service teachers shared repeating ideas that indicated their knowledge of students’ understandings, thinking, and learning with technology: Visualizing with Technology, Abstraction with Technology, and Motivation. Certain features of the Technology Partnership Project facilitated the development of the pre-service teachers’ thinking, including: (1) opportunities to advocate for their own ideas and convince others of the validity of those ideas, (2) opportunities to teach using the ideas of their peers and the in-service teachers and to learn from those ideas, and (3) a way to connect preconceptions about the way students learn with actual examples of student learning.”