The Effects of Mentor-Supported Technology Professional Development on Middle School Mathematics Teachers' Attitudes and Practice
Article
Bonnie Swan, Juli Dixon, University of Central Florida, United States
CITE Journal Volume 6, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This study investigated the influence of a mentor-supported model of technology training on mathematics teachers' attitudes and use of technology in the classroom. The treatment included six training sessions, informal focus groups, and mentor-provided support. The results indicated that mathematics teachers participating in mentor-supported professional development increased the amount and level of technology use in their practice. Teachers had a desire to learn about technology and understood it was important. Levels of accommodation, interest, comfort and confidence related to the use of technology improved. Teachers continued to be concerned with barriers such as lack of release time for training, planning and collaboration, and a need for ongoing support. It was also found that when teachers perceived there was not enough time for training or a lack of technological resources they did not make an effort to become technologically proficient. Recommendations include providing teachers additional support when implementing new strategies and allowing more release time for training, planning, and collaboration. Recommendations for future research include investigating further the effectiveness of peer teachers and mentor teachers as trainers; ways to best change teachers' perceptions and attitudes about technology; and ways teachers best learn to integrate technology into practice.
Citation
Swan, B. & Dixon, J. (2006). The Effects of Mentor-Supported Technology Professional Development on Middle School Mathematics Teachers' Attitudes and Practice. Contemporary Issues in Technology and Teacher Education, 6(1), 67-86. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 12, 2024 from https://www.learntechlib.org/primary/p/5544/.
© 2006 Society for Information Technology & Teacher Education
Keywords
Cited By
View References & Citations Map-
TEACHER SELF-EFFICACY and USAGE: THE CASE of the XO LAPTOP in ALABAMA
Shaundra B Daily, Clemson University, United States; Shelia Cotten & Philip Gibson, The University at Alabama at Birmingham, United States; Michael Howell-Moroney, University of Memphis, United States; Latoya O'neal, The University at Alabama at Birmingham, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4676–4683
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
