Developed by Mishra and Koehler (2006) TPACK (TPCK, Technological Pedagogical Content Knowledge) is one of the frameworks for technology integration into classrooms. In other words, they suggested a framework to investigate how teachers utilize technology while teaching. Mishra & Koehler have joined technological knowledge, pedagogical knowledge and content knowledge to create TPACK by adding the technology aspect to Grossman’s (1990) and Shulman’s (1986) Pedagogical Content Knowledge. They have devoted effort to technology integration of teachers’ into their classes which is the focus idea of this study. They are saying that their framework TPACK “emphasizes the connections, interactions, affordances, and constraints between and among content, pedagogy and technology (Mishra and Koehler, 2006, p.1025).” On the other hand, instead of thinking these as separate bodies of knowledge, they are introducing the “complex interplay of these three bodies of knowledge” as a TPACK model. TPACK is the type of integrative and transformative knowledge teachers need for effective use of information and communication technology (ICT) in classrooms (Baran & Bilici, 2015).

TPACK also consists of other four types of knowledge derived from basic three domains of knowledge, which are CK, PK and TK. Namely those types are Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and TPACK itself. These four knowledge domains are derived because of the relations between the basic knowledge domains. For example, because of the relation between content knowledge which is the subject matter (Shulman, 1986) and pedagogical knowledge which is the knowledge of teaching, PCK is derived as their combination. Similarly, the relation between CK (PK) and TK caused the derivation of TCK (TPK). Niess et al. (2009) collected those components in four categories, which are curriculum, learning, teaching and access.

The purpose of this study is to investigate a pre-service Elementary Mathematics teacher’s one of the TPACK component’s development while she is teaching the concept of Different Views of 3-D figures, namely perspective drawing. Mishra and Koehler’s Framework (2006) and the instrument of Niess and her colleagues (2009) allowed the researchers to identify the subcomponents of the teachers’ knowledge, one of which will be explained here; access. Access theme mainly related to student’s and teacher’s access to digital technology.

A pre-service teacher prepared 4-5 hours lesson plans to teach the concept Different Views of 3-D figures in Geometry. It is aimed to understand the difference, if any, in the TPACK levels of a pre-service mathematics teacher during the implementation of these 4-5 hours lessons and to investigate the development of her TPACK during their practicum. In the light of current literature, the following research question immerged.

How does a pre-service elementary mathematics teacher increase students’ access to digital technology while teaching 3-D Figures during practicum?

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