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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Zusammenfassung: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.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-019-10056-8