Professional development for technology integration into differentiated math instruction

Jackie Hee Young Kim, Ardyth Foster, Moon Heum Cho

Research output: Chapter in Book/Entry/PoemChapter

3 Scopus citations


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
Number of pages24
ISBN (Electronic)9781522520016
ISBN (Print)1522520007, 9781522520009
StatePublished - Dec 21 2016
Externally publishedYes

ASJC Scopus subject areas

  • General Social Sciences


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