Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as a teaching tool. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research. This book provides essential support for compiling the resulting literature and envisioning future research directions in this area.
Robert N. Ronau, a Professor of Mathematics Education at the University of Louisville, has research interests and publications that include implementation of instructional technology, Technology, Pedagogy, And Content Knowledge (TPACK); teacher knowledge, Comprehensive Framework for Teacher Knowledge (CFTK) and teacher preparation and assessment, Diagnostic Assessments for Mathematics and Science Teachers (DTAMS). Over the last twenty years, he has played a critical role in numerous state-wide and local grant efforts including development of State Wide Mathematics Core-Content and Assessments, LATTICE (Learning Algebra Through Technology, Investigation and Cooperative Experience), the Secondary Mathematics Initiative (SMI) of PRISM (Partnership for Reform Initiatives in Science and Mathematics), Kentucky's state-wide systemic reform initiative, Technology Alliance, Teaching K-4 Mathematics in Kentucky, the Park City/IAS Geometry Project and U2MAST. He currently serves as a Co-PI on the NSF Funded project, Geometry Assessments for Secondary Teachers (GAST) and on a Curriculum Analysis project for the Chief State School Officers (CCSSO).
Christopher R. Rakes is an associate research scientist at the Institute of Education Sciences whose research interests and publications include the teaching and learning of secondary mathematics, teacher knowledge, research design and educational technology. His scholarly work involves multiple methods such as systematic review, meta-analysis, structural equation modeling (SEM), hierarchical linear modeling (HLM) and mixed methodology. He taught mathematics for ten years (eight in secondary; two in postsecondary) in both urban and rural settings, where he concentrated on helping at-risk students develop successful methods for learning mathematics.
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers rely on for teaching with technologies -TPACK. She has authored multiple peer-reviewed works including a teacher preparation textbook, Guiding Learning with Technology. She is currently directing the design, implementation and evaluation of a new online Master of Science program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics and technology emphasis. Research from this work has focused on developing a community of learners in online graduate coursework. She chaired the Technology Committee for the Association of Mathematics Teacher Educators (AMTE), served as Vice President of the Teacher Education Council for Society for Information Technology and Teacher Education (SITE), served on the Board of Directors for School Science and Mathematics (SSMA) and was an editor of School Science and Mathematics Journal.
