Professional development for technology integration into differentiated math instruction

Jackie Hee Young Kim, Ardyth Foster, Moon Heum Cho

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

To make a connection between pedagogy and technology in teaching, this chapter will explore whether or not a professional development design and practice, whose aim is to help teachers use technology for personal purposes, readily translates into the ability to effectively teach and learn with technology. Adopting a conceptual framework known as self-efficacy beliefs and TPACK, or technological pedagogical content knowledge (Mishra & Koehler, 2006), this chapter discusses the design of a professional development model, the goal of which is increasing the critical attribute of the successful professional development: self-efficacy. In an effort to provide empirical knowledge to support this design, this chapter further showcases a faculty member's approaches to connecting technology and pedagogy using the TPACK approach, while implementing a model designed to improve teachers' self-efficacy. Implications and guidelines for developing teachers' self-efficacy, through activities during the professional development workshop, are discussed.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Transformative Digital Content and Learning Technologies
PublisherIGI Global
Pages1-24
Number of pages24
ISBN (Electronic)9781522520016
ISBN (Print)1522520007, 9781522520009
DOIs
StatePublished - Dec 21 2016
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Kim, J. H. Y., Foster, A., & Cho, M. H. (2016). Professional development for technology integration into differentiated math instruction. In Handbook of Research on Transformative Digital Content and Learning Technologies (pp. 1-24). IGI Global. https://doi.org/10.4018/978-1-5225-2000-9.ch001