COURSE UNIT TITLE

Offered By

Mathematics Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

ASISTANT PROFESSOR AYTEN ERDURAN

Offered to

Mathematics Teacher Education

Course Objective

Knowing the technological, pedagogical, and content knowledge in mathematics education, examining the components of technological, pedagogical, and content knowledge, and improving students ability to reseach and practice about technological, pedagogical, and content knowledge.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.

Harris, J.B. & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research onTechnology in Education, 43(3), 211-229.

Hollebrands, K. & Lee, H., (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326-341.

Jang, S.-J. & Tsai, M.-F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.

Jang, S. J. & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4).

Koehler, M. J., Mishra, P., (2005). What happens when teachers design educational technology The development of technological pedagogical content knowledge. J. Educational Computing Research, 32(2), 131 152.

Planned Learning Activities and Teaching Methods

Lecture, Discussion, Group work

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

ayten.ceylan@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes