In the previous post, I have shared with you about our two on the job trainees (OJTs) whom I trained for six weeks. They are currently studying BS in Secondary Education major in Mathematics. They are going to graduate next year and one of the requirements to graduate is a 6-week on the job training related to teaching. This is different from their internship where they will teach in actual class.
During the first week, my goal was to familiarize them with the theories in teaching mathematics with technology. This will give them a theoretical background of technology integration and would help them develop lessons with a framework in mind. One of their readings is the Technological and Pedagogical Knowledge Framework (TPACK) by Khoeler & Mishra (2006). The TPACK suggests that there are three types of knowledge are needed to teach mathematics (and other subjects) with technology effectively: technology, pedagogy, and content. I will be posting the details of this framework later. To give the trainees a bit of context and history, I also let them read the origin of TPACK which is Shulman’s Pedagogical Content Knowledge (PCK) (Shulman, 1986).
I let the two OJTs summarize the article and at the end of the week we discussed the framework. I asked their opinion of the frameworks, their advantages and disadvantages, and how they think the framework can be used in teaching mathematics. There was no time for them to read more articles, so I incorporated Ball’s Mathematics for Teaching Framework during our discussions.
By the end of the week, the two OJTs were excited since during the next week, they would be exploring GeoGebra.
For those who are interested to read the articles I mentioned above, I have listed the references below. The source of the image can be found here.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.