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The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire™ Handheld

The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire™ Handheld
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Author(s): Irina Lyublinskaya (College of Staten Island/CUNY, USA)and Nelly Tournaki (College of Staten Island/CUNY, USA)
Copyright: 2012
Pages: 28
Source title: Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Source Author(s)/Editor(s): Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (University of Louisville, USA)and Margaret L. Niess (Oregon State University, USA)
DOI: 10.4018/978-1-60960-750-0.ch013

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Abstract

A year-long PD program was provided to four NYC integrated algebra teachers. The PD comprised of teacher authoring of curriculum that incorporated TI-Nspire™1 technology. Teacher TPACK levels were measured through a TPACK Levels Rubric, created and validated by the authors. The rubric was used to assess the teachers’ written artifacts (lesson plans and authored curriculum materials) and observed behaviors (PD presentations and classroom teaching through observations). Results indicated that, first teachers’ TPACK scores for written artifacts paralleled those of PD presentations. Second, the classroom teaching was either at the same level or lower than written artifacts. Third, teachers did not improve with every lesson they developed; instead, their scores vacillated within the two or three lower TPACK levels. Finally, the students taught by the teachers with higher TPACK level had higher average score on the NYS Regents exam and higher passing rates.

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