The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
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.
Related Content
|
Serra De Arment, Taryn Goodwin Traylor.
© 2024.
24 pages.
|
|
Kara Rosenblatt, Adriana Frates, Haidee Jackson.
© 2024.
29 pages.
|
|
Sarah Southey, Todd Simkover.
© 2024.
25 pages.
|
|
Tori Jesse.
© 2024.
21 pages.
|
|
Laura K. Sibbald, Carol Rogers-Shaw, Karen Krainz-Edison, Sara Sanders Gardner, Cindy Lowman-Stieby.
© 2024.
23 pages.
|
|
Marilyn Keller, Ambra E. Sherrod.
© 2024.
22 pages.
|
|
Gretchen Stewart, Elizabeth Doone.
© 2024.
35 pages.
|
|
|