Professional development for technology integration into differentiated math instruction

Jackie Young Kim Hee, Ardyth Foster, Moon-Heum Cho

Research output: Chapter in Book/Report/Conference proceedingChapter

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 publicationTeacher Training and Professional Development
Subtitle of host publicationConcepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages732-755
Number of pages24
Volume2
ISBN (Electronic)9781522556329
ISBN (Print)1522556311, 9781522556312
DOIs
StatePublished - May 4 2018
Externally publishedYes

Fingerprint

self-efficacy
instruction
teacher
development model
ability
Teaching

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Hee, J. Y. K., Foster, A., & Cho, M-H. (2018). Professional development for technology integration into differentiated math instruction. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (Vol. 2, pp. 732-755). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch033

Professional development for technology integration into differentiated math instruction. / Hee, Jackie Young Kim; Foster, Ardyth; Cho, Moon-Heum.

Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications. Vol. 2 IGI Global, 2018. p. 732-755.

Research output: Chapter in Book/Report/Conference proceedingChapter

Hee, JYK, Foster, A & Cho, M-H 2018, Professional development for technology integration into differentiated math instruction. in Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications. vol. 2, IGI Global, pp. 732-755. https://doi.org/10.4018/978-1-5225-5631-2.ch033
Hee JYK, Foster A, Cho M-H. Professional development for technology integration into differentiated math instruction. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications. Vol. 2. IGI Global. 2018. p. 732-755 https://doi.org/10.4018/978-1-5225-5631-2.ch033
Hee, Jackie Young Kim ; Foster, Ardyth ; Cho, Moon-Heum. / Professional development for technology integration into differentiated math instruction. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications. Vol. 2 IGI Global, 2018. pp. 732-755
@inbook{326aaf6dbbf74ab3a0b92957abdb2385,
title = "Professional development for technology integration into differentiated math instruction",
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.",
author = "Hee, {Jackie Young Kim} and Ardyth Foster and Moon-Heum Cho",
year = "2018",
month = "5",
day = "4",
doi = "10.4018/978-1-5225-5631-2.ch033",
language = "English (US)",
isbn = "1522556311",
volume = "2",
pages = "732--755",
booktitle = "Teacher Training and Professional Development",
publisher = "IGI Global",

}

TY - CHAP

T1 - Professional development for technology integration into differentiated math instruction

AU - Hee, Jackie Young Kim

AU - Foster, Ardyth

AU - Cho, Moon-Heum

PY - 2018/5/4

Y1 - 2018/5/4

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85049437941&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049437941&partnerID=8YFLogxK

U2 - 10.4018/978-1-5225-5631-2.ch033

DO - 10.4018/978-1-5225-5631-2.ch033

M3 - Chapter

AN - SCOPUS:85049437941

SN - 1522556311

SN - 9781522556312

VL - 2

SP - 732

EP - 755

BT - Teacher Training and Professional Development

PB - IGI Global

ER -