EXPLORING THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF HIGH SCHOOL MATHEMATICS TEACHERS: A MULTIPLE CASE STUDY

The Technology Principle highlights the opportunities offered to enhance instruction through technology integration. With the advent and increased availability of new technologies, access has become less of an issue, yet widespread integration of instructional technologies in ways that support learning are not necessarily observed in classrooms. In this article, the barriers to technology integration are considered, with a particular emphasis on pedagogical content knowledge and its role in development of technological pedagogical content knowledge (TPACK). This interplay of beliefs about student learning and practices when teaching with technology is explored through the cases of two secondary mathematics teachers with common backgrounds but contrasting levels of TPACK.