Source: Journal of Technology and Teacher Education, 18(4), 645-669. (October, 2010).
This case study examines the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK).
A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy.
The findings indicated the development of PTICK as a whole and individual aspect of PTICK.
The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study.
This study indicates the importance of placing the instructional technology course within the preservice teachers’ program, as the preservice teachers were better able to drawing connections between case concepts and mathematics pedagogy content.
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