The Modern Geometry Course Works Overtime: Preservice Teachers Learn Content and Technological Pedagogical Content Knowledge with Geometer’s Sketchpad.

The concept of Technological Pedagogical Content Knowledge (TPCK) is used to describe what teachers need to know in order to effectively integrate technology into their teaching practice (Mishra & Koehler, 2006). A current issue facing teacher education programs is the task of preparing mathematics teacher candidates to teach with a high level of TPCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) (Niess, 2006). Teacher education programs have the option of creating and teaching stand alone technology courses, where students learn how the technology works, or they can opt to integrate the use of technology into the mathematics content courses. The major benefit of integrating technology use into the mathematics content course is that it places the teacher candidate in a setting where the constructs of TPCK, TCK, and TPK are modeled by an expert practitioner and, equally important, the teacher candidate gains experience using technology as a tool to learn mathematics. This paper will document evidence of TPCK in the current teaching practice of recent graduates of a technology intensive modern geometry course