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Using a Cognitive Change Framework to Evaluate Professional Development for Learning to Teach Mathematics integrating Technology
PROCEEDINGS

, Western Washington University, United States ; , California State University - Stanislaus, United States ; , 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), Chesapeake, VA

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 November 18, 2019 from .

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