Professional Development for Technology Integration into Differentiated Math Instruction
Professional Development for Technology Integration into Differentiated Math Instruction
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DOI：
10.4018/978-1-5225-2000-9.ch001
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发表时间：
2017-01-01
期刊：
影响因子：
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通讯作者：
Cho, Moon-Heum
中科院分区：
文献类型：
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作者：
Kim, Jackie HeeYoung;Foster, Ardyth;Cho, Moon-Heum
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.
