Using a Cognitive Change Framework to Evaluate Professional Development for Learning to Teach Mathematics integrating Technology
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 San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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 August 5, 2024 from https://www.learntechlib.org/primary/p/25122/.
Keywords
References
View References & Citations Map- Becker, H.J. (2000). Findings from the teaching, learning, and computer survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51). Available at http://epaa.asu.edu/epaa/v8n51/
- Cattagni, A. & Farris, E. (2001). Internet access in U.S. Public schools and classrooms: 1994-2000. Washington, DC: National Center for Education statistics.
- Collins, A. (1996). Whither technology and schools? Collected thoughts on the last and next centuries. In C. Fisher, D.C. Dwyer, & K. Yocam (Eds.), Education and technology: Reflections on computing in classrooms (pp. 51-66). San Francisco: JosseyBass.
- Cuban, L. (1999). The technology puzzle: Why is greater access not translating into better classroom use? Education Week, 68, 47.
- Dwyer, D.C., Ringstaff, C. & Sandholtz, J.H. (1990). Teacher beliefs and practices, Part I: Patterns of change. [Retrieved July 25, 2005, from: images.apple.com/education/ k-12/leadership/acot /pdf/rpt08.pdf].
- Garet, M.S., Porter, A.C., Desimone, L., Birman, B., and Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, (4), 915-945.
- Hall, G.E., & Hord, S.M. (2001). Implementing change: Patterns, principles, and potholes. Neeedham Heights, MA: Allyn & Bacon.
- Ingvarson, L., Meiers, M., Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes& Efficacy. Education Policy Analysis Archives, 13 (10), 1-28. [Retrieved July 25, 2005, from: http://epaa.asu.edu/epaa/v13n10/].
- McAllister, G. & Irvine, J.J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3-24.
- Sarason, S. (1991). The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey Bass.
- Sandholtz, J.H., Ringstaff, C. & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
- Zhao, Y. & Frank K.A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational research Journal, 40(4), 807-840.
- Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References