Micro-lesson Design: A Typical Learning Activity to Develop Pre-service Mathematics Teachers´ TPACK Framework

This study is designed to determine whether micro-lesson design can become a typical learning activity of learning technology by design. In this study, the professional development course Educational Technology Application took by 80 pre-service mathematics teachers was studied, a systematic design of 12-week micro-lesson learning activity was made, Likert scale was developed to measure their views on the matching of micro-lesson design and TPACK, as well as their intention of improving the ability of integrating technology in instruction through micro-lesson design and their behavior. The results indicates that the majority of pre-service mathematics teachers believe that micro-lesson design incorporates technological knowledge, pedagogical knowledge and subject content knowledge, they have positive intention to develop the ability of integrating technology in instruction through micro-lesson design, and are making efforts to achieve the goal.