TEACHING WITH DYNAMIC GEOMETRY SOFTWARE: A MULTIPLE CASE STUDY OF TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
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This qualitative case study investigated how four high school teachers developed and used their knowledge in teaching geometry with technology. In particular, this study focused on teachers’ technological pedagogical content knowledge (TPACK) and their integration of dynamic geometry in the classroom instruction. The sources of data included: an initial interview, observations, documents, a closing interview, a survey, implementation questionnaires, professional development attendance records and the researcher’s log. Data analysis utilized the TPACK Development Model to describe participants’ dynamic geometry integration and to identify their TPACK development levels. All participants displayed good knowledge of geometry content, although they did not always know how to connect it with their pedagogical and technological knowledge. TPACK development levels were identified through the descriptions of participants’ TPACK development and enactment. The levels varied within the themes and their descriptors for each participant; however, overall TPACK development levels were identified for three participants—two at the adapting level and one at the exploring level. The TPACK levels for the fourth participant were consistent only for the teaching theme descriptors and were at the exploring level. Three unexpected findings surfaced. First, the participant with least teaching experience displayed the highest levels of TPACK. Second, the participant with most teaching experience with dynamic geometry showed the most inconsistency among the TPACK development levels, ranging from recognizing to exploring. Third, ongoing professional development and easy access to computers did not translate to frequent incorporation of dynamic geometry in teaching and learning. The participants claimed the curriculum and standardized testing to be the main barriers to increased technology use. Findings suggested that participants developed their TPACK through attending professional development workshops and implementing what they learned in the classroom instruction. Based on those findings, this study proposed a professional development model designed for teachers interested in integrating dynamic geometry in the classroom instruction.