Thursday, March 24
2:15-2:45 PM
EDT
Sloane

Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program

Full Paper ID: 48267
  1. aaa
    Henry Gillow-Wiles
    Oregon State University
  2. aaa
    Margaret Niess
    Oregon State University

Abstract: Teaching and learning in a technology rich context challenge established thinking about students’ engagement in their learning. This descriptive, cross-case study combines current literature with the authors’ past research to develop a characterization of online learner technology engagement. This model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment; and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage with technology where technology becomes an object to think with, and how framing the course design and instructional strategy choices support learner engagement with technology in developing their TPACK.

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