Designing a professional development program for mathematics teachers for effective use of technology in teaching

The present study demonstrated the importance and procedures of learners and learning context analysis to design a context-driven professional development program to effectively use of technology in mathematics classrooms. The study was conducted at departments of mathematics in two Colleges of Teac...

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Veröffentlicht in:	Education and information technologies Jg. 25; H. 3; S. 1855 - 1873
1. Verfasser:	Getenet, Seyum Tekeher
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	New York Springer US 01.05.2020 Springer Springer Nature B.V
Schlagworte:	Addition Basic Skills Classrooms Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Education Educational Environment Educational Technology Faculty Development Focus Groups Influence of Technology Information Systems Applications (incl.Internet) Information Technology Instructional Design Learner Engagement Learning Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Prior Learning Professional development Program Design Study and teaching Task Analysis Teacher Characteristics Teacher Education Teacher Educators Teacher Effectiveness Teacher Participation Teachers Teaching Technology application Technology Integration Technology Uses in Education User Interfaces and Human Computer Interaction Teacher education Mathematics teacher educators Professional development Context analysis Technology in teaching
ISSN:	1360-2357, 1573-7608
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Abstract	The present study demonstrated the importance and procedures of learners and learning context analysis to design a context-driven professional development program to effectively use of technology in mathematics classrooms. The study was conducted at departments of mathematics in two Colleges of Teacher Education using a combination of qualitative and quantitative data. The data were collected from 16 mathematics teacher educators through a questionnaire, interviews, classroom observations and focus group discussions. The data were analysed using descriptive statistics of quantitative data and theme grouping of the qualitative data. The study showed that analyses of the learning context and teacher educators’ context were essential to design a context-driven professional development program containing relevant examples, contents, and scenarios for teachers. The findings of this study can provide a more practical approach and a model that could be adopted for studies aimed at designing a context-driven professional development program and influencing practices.
AbstractList	The present study demonstrated the importance and procedures of learners and learning context analysis to design a context-driven professional development program to effectively use of technology in mathematics classrooms. The study was conducted at departments of mathematics in two Colleges of Teacher Education using a combination of qualitative and quantitative data. The data were collected from 16 mathematics teacher educators through a questionnaire, interviews, classroom observations and focus group discussions. The data were analysed using descriptive statistics of quantitative data and theme grouping of the qualitative data. The study showed that analyses of the learning context and teacher educators’ context were essential to design a context-driven professional development program containing relevant examples, contents, and scenarios for teachers. The findings of this study can provide a more practical approach and a model that could be adopted for studies aimed at designing a context-driven professional development program and influencing practices.
Audience	Academic
Author	Getenet, Seyum Tekeher
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Cites_doi	10.1080/17439880802497065 10.1080/19415257.2014.938355 10.1007/s10639-016-9566-x 10.1007/s11423-006-9022-5 10.1007/s10639-008-9079-3 10.1111/j.1467-9620.2006.00684.x 10.5688/aj7205113 10.2307/1175860 10.3102/0013189X033008003 10.1080/15391523.2009.10782544 10.1080/19415250903457224 10.1007/978-94-011-4255-7 10.1080/19415257.2010.533573 10.14742/ajet.1201 10.1177/1525822X02239569 10.1016/j.compedu.2007.05.001 10.1080/19415257.2012.746719 10.12973/ejmste/75262 10.1007/s10639-013-9306-4 10.1111/j.1365-2729.2012.00487.x 10.1007/BF02299526 10.1023/B:JMTE.0000009971.13834.e1 10.1007/s10956-012-9391-y 10.1080/14759390000200096 10.3102/0034654307309921 10.1109/HICSS.2011.327 10.1016/j.tate.2004.04.003 10.1080/19415257.2016.1156013 10.1080/19415257.2011.587526
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SubjectTerms	Addition Basic Skills Classrooms Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Education Educational Environment Educational Technology Faculty Development Focus Groups Influence of Technology Information Systems Applications (incl.Internet) Information Technology Instructional Design Learner Engagement Learning Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Prior Learning Professional development Program Design Study and teaching Task Analysis Teacher Characteristics Teacher Education Teacher Educators Teacher Effectiveness Teacher Participation Teachers Teaching Technology application Technology Integration Technology Uses in Education User Interfaces and Human Computer Interaction
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Title	Designing a professional development program for mathematics teachers for effective use of technology in teaching
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