Developing Pre-service Teachers’ TPACK Capacity through the Use of the ASSURE Model for Teaching Math

By Hsing-Wen Hu.

Published by Journal of Technologies in Knowledge Sharing

Format Price
Article: Print $US10.00
Published online: June 3, 2015 $US5.00

Pre-service teachers (PSTs) have shifted successfully from their identity as learners of mathematics to teachers of mathematics due to their TPACK development (Ozgun-Koca, Meagher, & Edwards, 2010), but there is not sufficient information about how to guide pre-service teachers to integrate TPACK into their lesson design and teaching. The ASSURE model (a model that leads educators to plan systematically for effective use of technology and media) can provide another way for PSTs to enhance their TPACK development (Samldino, Lowther, and Russell, 2012). The purpose of this study was to investigate how the ASSURE model can increase pre-service teachers’ capacity for integrating technology, pedagogy, and content knowledge into math classrooms. The outcome of this study shows PSTs are able to design and implement TPACK math lessons successfully by applying the ASSURE model.

Keywords: TPACK, ASSURE Model, Mathematics Learning

Journal of Technologies in Knowledge Sharing, Volume 11, Issue 2, June 2015, pp.19-29. Article: Print (Spiral Bound). Published online: June 3, 2015 (Article: Electronic (PDF File; 409.871KB)).

Dr. Hsing-Wen Hu

Assistant Professor, Department of Teaching and Learning, College of Education, University of Alaska Anchorage, Anchorage, Alaska, USA