463 Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 18 DOI: 10.4018/978-1-5225-0120-6.ch018 ABSTRACT As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom observations. This chapter proposes an alternative methodology to the structure of traditional observations, where the Scoop Notebook provides a window into mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK), specif- cally their TPACK-of-practice. In this descriptive, cross-case study, a re-designed Scoop process frames teachers’ engagement in classroom practices, putting into practice their scholarly formal knowledge and developing in-depth, rich refections from their classroom actions and artifacts. This study illustrates how embedding the Scoop process into a graduate instructional strategies course as part of a Master’s degree curriculum results in engaging teachers in action research where they use artifacts as objects to think with for transforming their TPACK for integrating technologies in teaching mathematics. INTRODUCTION The digital age illuminates multiple technological tools for supporting students in learning mathematics. Geometer’s Sketchpad, virtual manipulatives, and graphing calculators offer some tools for teaching and learning mathematics in the spirit of the National Council of Teachers of Mathematics (NCTM) technology position statement: Mathematics Teachers’ Knowledge-of-Practice with Technologies in an Online Masters’ Program: Scoop Action Research Experiences and Refections Margaret L. Niess Oregon State University, USA Henry Gillow-Wiles Oregon State University, USA