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Preparing Teachers to Implement Technology: The CCMS Experience
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Author(s): Stephen J. Pape (Johns Hopkins University, USA), Sharilyn K. Owens (Forsyth Technical Community College, USA), Douglas T. Owens (The Ohio State University, USA)and Karen E. Irving (The Ohio State University, USA)
Copyright: 2016
Pages: 26
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.ch021
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Abstract
The Classroom Connectivity for Mathematics and Science (CCMS) program was a randomized control trial to examine the efficacy of Classroom Connectivity Technology (CCT) in Algebra I. CCT is a type of technology that allows the teacher to wirelessly communicate with his or her students' handheld calculators. Students in the classes that implemented CCT outperformed their comparison counterparts with effect sizes ranging from 0.19 to 0.37 (Irving et al., 2014; Pape et al., 2013). In this chapter, the professional development program that supported participating teachers to implement the technology is described. Categories of professional development activities including pedagogical instruction, modeling pedagogy, technological pedagogical instruction, technology instruction, student role-play, practice, small-group instruction, and participant presentation are presented in relation to their potential for supporting teacher participants' knowledge growth. Recommendations for the training of teachers to implement technology will be explicated.
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