Support Networks for Middle School Mathematics Teachers as they Integrate Technology into Instruction
PROCEEDINGS
Kate Popejoy, Western Washington University, United States ; Oddmund Myhre, California State University-Stanislaus, United States ; Joanne Carney, Western Washington University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
NO LIMIT! (New Outcomes: Learning Improvement in Mathematics Integrating Technology) was originally a two-year initiative designed to enhance mathematics teaching and learning in the middle grades through technology integration, alignment of pedagogical practice with NCTM standards, and strong mentorship. It has been continued for a second two year phase. As external evaluators, we have been able to determine some of the most effective elements. We have found that the professional support provided by Math Integration Specialists for teachers has been a crucial factor in the program's success. This presentation will focus on this model of in-service teacher education, with some attention to the issues and practical aspects related to evaluation. With professional development providers as our intended audience, we plan to share the methods and procedures of NO LIMIT!; while also discussing the specific technology introduced in support of mathematics instruction.
Citation
Popejoy, K., Myhre, O. & Carney, J. (2004). Support Networks for Middle School Mathematics Teachers as they Integrate Technology into Instruction. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4509-4512). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/13128/.
Keywords
References
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