ABSTRACT
This chapter begins to examine the design, appropriation, and transformation of an online, dynamic, visualization exploration activity for multivariable calculus. Learning activities can be analyzed for meaningful learning across five pedagogical dimensions: active, constructive, intentional, authentic, and cooperative. The chapter analyzes the data through two theoretical lenses: instrumental orchestration theory and Technological Pedagogical Content Knowledge (TPACK) for meaningful learning. Notable among the changes in TPACK of the developer was the necessity of learning JavaScript when browsers halted support of Java. Before describing the transformation of the cross product exploration over time as the developer and the early-adopting instructor’s TPACK changed, the chapter summarizes the pedagogical dimensions of the activities communicated in their lesson plans and reflections. While “(t)he orchestration model provides means to describe what the teachers actually do in their technology-rich lessons, the TPACK model helps to identify the skills and knowledge needed to be able to exploit these orchestrations”.
