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Professional Development for Technology Integration Into Differentiated Math Instruction

Professional Development for Technology Integration Into Differentiated Math Instruction

Jackie HeeYoung Kim, Ardyth Foster, Moon-Heum Cho
Copyright: © 2018 |Pages: 24
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch033
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MLA

Kim, Jackie HeeYoung, et al. "Professional Development for Technology Integration Into Differentiated Math Instruction." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 732-755. https://doi.org/10.4018/978-1-5225-5631-2.ch033

APA

Kim, J. H., Foster, A., & Cho, M. (2018). Professional Development for Technology Integration Into Differentiated Math Instruction. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 732-755). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch033

Chicago

Kim, Jackie HeeYoung, Ardyth Foster, and Moon-Heum Cho. "Professional Development for Technology Integration Into Differentiated Math Instruction." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 732-755. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch033

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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.

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