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

ASJC Scopus subject areas

  • Social Sciences(all)

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  • 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