Using a Cognitive Change Framework to Evaluate Professional Development for Learning to Teach Mathematics integrating Technology
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 26, 2007 in San Antonio, Texas, USA ISBN 978-1-880094-61-7
Abstract
This study attempts to answer the questions: What characterizes the teachers who choose to start integrating technology in their instructional practice? What does the technological and instructional context look like that allows for such changes to take place? Based on data from a six-year technology and mathematics project involving more than 700 teachers, the authors present findings on individual, institutional and organizational characteristics that help facilitate change. Findings indicate that although certain institutional and organizational efforts are important, teachers often form their own support systems that enable change processes and they enjoy substantial autonomy when it comes to decisions affecting classroom instruction.
Citation
Popejoy, K., Myhre, O. & Carney, J. (2007). Using a Cognitive Change Framework to Evaluate Professional Development for Learning to Teach Mathematics integrating Technology. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3313-3318). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/25122.
© 2007 AACE