It is important to know which criteria are expected
from mathematics teachers since they have difficulty in integrating technology
effectively to their lessons and. So, this study aims to make prospective
mathematics teachers aware on Technological Pedagogical Content Knowledge
(TPACK) by providing them to use the assessment framework in the context of
TPACK components for sample geometry activities, and then to identify their
levels by the scale called TPACK regarding Geometry Instrument. Case study design
from qualitative methods was used in this study. The participants consist of
fourth year 90 pre-service elementary mathematics teachers. In procedure,
one-hour theoretical information about “Techno-Pedagogical Education” was
given, and two-hour micro-teaching including four technology-integrated
activities was applied, and then lesson plans, worksheets and GeoGebra files
regarding these activities were assessed, evaluated and discussed together by
considering the theoretical framework of TPACK level identification. At the end
of the implementation, with respect to the results from the scale the total
mean value of the instrument ( =4.50) is higher than moderate out of six, and
also pre-service teachers’ content and pedagogical knowledge are higher than
the technological content and technological pedagogical knowledge. Therefore,
it can be suggested that this study can be extended in a longer term to develop
their TPACK levels by providing them an environment that they practice with
technology, create their own lesson plans and make micro-teachings.
technological pedagogical content knowledge, GeoGebra, TPACK, elementary mathematics, geometry activities