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Mathematics Education Technology Professional Development: Changes over Several Decades

Mathematics Education Technology Professional Development: Changes over Several Decades
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Author(s): Shannon O. Driskell (University of Dayton, USA), Sarah B. Bush (Bellarmine University, USA), Robert N. Ronau (University of Cincinnati, USA), Margaret L. Niess (Oregon State University, USA), Christopher R. Rakes (University of Maryland – Baltimore County, USA) and David K. Pugalee (University of North Carolina – Charlotte, USA)
Copyright: 2016
Pages: 30
Source title: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret Niess (Oregon State University, USA), Shannon Driskell (University of Dayton, USA) and Karen Hollebrands (North Carolina State University, USA)
DOI: 10.4018/978-1-5225-0120-6.ch005

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Abstract

The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.

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