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Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development

Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development

Taralynn Hartsell, Sherry S. Herron, Houbin Fang, Avinash Rathod
Copyright: © 2014 |Pages: 16
ISBN13: 9781466657809|ISBN10: 1466657804|EISBN13: 9781466657816
DOI: 10.4018/978-1-4666-5780-9.ch086
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MLA

Hartsell, Taralynn, et al. "Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development." Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1512-1527. https://doi.org/10.4018/978-1-4666-5780-9.ch086

APA

Hartsell, T., Herron, S. S., Fang, H., & Rathod, A. (2014). Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development. In I. Management Association (Ed.), Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 1512-1527). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch086

Chicago

Hartsell, Taralynn, et al. "Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development." In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1512-1527. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5780-9.ch086

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Abstract

Using technology tools in math instruction can help stimulate problem-solving skills and understanding of math concepts. However, teachers need to be confident in their abilities to use technology tools. This study investigated whether or not a four-week in-service professional development institute that addressed the use of technology in math education helped improved the teachers' attitude and confidence in applying technology. Findings indicated that as the teachers explored and used the available technology tools relevant to math instruction during the institute, the more proactive and motivated they became to continue their professional development in using technology for classroom instruction. They realized that they were able to use technology and desired to continue their education in this area.

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