Source: Contemporary Issues in Technology and Teacher Education, 8(4), 326-341. (2008)
Several organizations have highlighted the importance of preparing teachers to teach students mathematics using appropriate technology (e.g., Association of Mathematics Teacher Educators, 2006; International Society for Technology in Education, 2008). This paper provides examples from teacher education materials that were developed using an approach that integrally develops teachers' understandings of content, technology, and pedagogy to prepare them to teach data analysis and probability topics using specific technology tools.
The authors conclude that when technology becoming a ubiquitous part of daily experiences, it is important for mathematics teachers to build on the experiences of “digitally native” students (Prensky, 2002, p. 1). To do so, teachers need to know how to capitalize on the power of technology to create lessons that assist students in developing understandings of mathematics. An instructional model that engages prospective teachers in solving mathematics tasks using technology tools and encourages them to reflect on those experiences from the perspective of a teacher provides an integral learning experience that is similar to what they will encounter when placed in a classroom. By developing prospective teachers’ mathematics TPACK, they are not only prepared for the classrooms of today but they will have the knowledge and skills to navigate within the classrooms of tomorrow.
Association of Mathematics Teacher Educators. (2006). Preparing teachers to use
technology to enhance the learning of mathematics: A position of the Association of Mathematics Teacher Educators. Retrieved from
International Society for Technology in Education. (2008). National educational
technology standards for teachers. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/NETS_for_Teachers.htm
Prensky, M. (2002, September/October). Digital natives, digital immigrants, Part I. On the Horizon, 9(5) 1, 3-6.