An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use

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An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use

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dc.contributor.advisor Borich, Gary D.
dc.creator Jones, Sara Jolly
dc.date.accessioned 2011-11-04T19:13:17Z
dc.date.available 2011-11-04T19:13:17Z
dc.date.created 2011-08
dc.date.issued 2011-11-04
dc.date.submitted August 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-08-4324
dc.description.abstract Although technology is becoming more common in schools, effectively integrating technology into the classroom can be a challenge for teachers. Teachers must understand how technology interacts with their content and pedagogical strategies to enhance student learning outcomes. Various theory-based training methods have been proposed to increase the technological pedagogical content knowledge (TPACK) of teachers (Mishra & Koehler, 2006). In-service teachers have an established teaching style, or preference for specific pedagogical activities, which may influence how they respond to trainings either congruent or dissimilar to their own teaching practices. This study uses MANCOVA to investigate how middle school math teachers’ teaching styles preferences influence their technology integration in a lesson plan following three different types of training. The implications for the proposed study suggested future evaluation of a fourth professional development method to integrate teachers’ teaching styles and offer more prolonged support and reflection during the training process. This fourth method, lesson study, allows teachers to reflex on different ways of teaching as a group and may lead to change in teaching style beyond that possible in the first three methods. The final chapter of this report includes an evaluation plan for the proposed lesson study professional development.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Professional development
dc.subject Technology
dc.title An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use
dc.date.updated 2011-11-04T19:13:24Z
dc.identifier.slug 2152/ETD-UT-2011-08-4324
dc.contributor.committeeMember Svinicki, Marilla
dc.description.department Educational Psychology
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Psychology
thesis.degree.discipline Educational Psychology
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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