Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach


  • Margaret L. Niess Oregon State University
  • Henry Gillow-Wiles Southern Oregon University




Pedagogical Reasoning, Systems Approach, Mathematics Education, Teacher Education, Tehcnological Pedagogical Content Knowledge, Mental Models


A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so they in turn are able to implement a systems pedagogical approach with their own students. Specific instructional strategies guide teachers in refining their mental models for integrating multiple technologies in teaching mathematics through their increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. This study focuses on the impact that a system of multiple technologies as pedagogical tools has on teachers’ technological pedagogical reasoning as they integrate multiple technologies in their classrooms. A systems pedagogical understanding is at the core of teachers’ enhancement of their technological pedagogical reasoning, and supports the transformation of their knowledge called technological pedagogical content knowledge.


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Author Biographies

Margaret L. Niess, Oregon State University

Margaret Niess is an Emerius Professor of STEM Education

at Oregon State Education

Henry Gillow-Wiles, Southern Oregon University

Adjunct Assistant Professor of Mathematics Ecucation

Southern Oregon University




How to Cite

Niess, M. L., & Gillow-Wiles, H. (2017). Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach. Australasian Journal of Educational Technology, 33(3). https://doi.org/10.14742/ajet.3473

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