Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity, and
innovation in both face‐to‐face and virtual environments. Specifically, teachers promote, support, and model creative and innovative thinking and inventiveness.
REFLECTIONS ON NETS-T-1a:
Building on the Pedagogical Content Knowledge (PCK) definition given to us by Shulman (1987) and the PCK attribute taxonomy advnaced by Veal and Makinster (1999), I co-authored a book titled “Getting into the Mathematics Conversation: Valuing Conversation in a Mathematics Classroom.” In this book, co-authored with Cynthia Garnett (2008), I invite teachers to participate in professional development conversations while in zones of proximal development (ZPD) (Vygotsky, 1978) with other developing teachers. What was missing from this invitation and from my own professional development conversations was important knowledge about how emerging Web 2.0 technologies were changing the way people learn and the way knowledge is being acquired and warranted
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During this sabbatical leave, I have had the opportunity to expand the Veal and Makinster paradigm to include the thinking of Mishra and Kocher (2006) that calls for the inclusion of technology into the teaching, learning, assessing cycle. TPaCK -- Technological, pedagogical, and content knowledge (as shown in the figure below) must be combined with PCK to give technology its proper place in the mathematics curriculum.
During this sabbatical, I have engaged in activities that will give me an opportunity to develop facility in each of the National Educational Technology Standards for Teachers (NETS-T)published by the Interational Society for Technology Education (ISTE). Evidence of my growth in NETS -T- 1a can be found by examining my PCK thinking at the start of my sabbatical journey and by examining my TPaCK thinking as my sabbatical leave has concluded.
This entire sabbatical report is a testimony to this growth and development. As readers explore the syllabus for an online course I developed, as readers see evidence of my ability to use social networking and other collaborative devices in my research and teaching, and as readers explore all the Web 2.0 technologies I have learned to infuse in my classes, it will be apparent that my knowledge of mathematics teaching and learning has has been used to facilitate the learning, creativity ad innovation of students in both face-to face and virtual learning environments. My work during this sabbatical attests to the fact that I continue to promote, support, and model creative and innovative thinking in mathematics education as called for in NETS-T-1a.
Click here for Letter to Dean Christine B. McCormick that summarizes my sabbatical accomplishments.
Click here to find Rationales for Artifacts for this Standard.