Technology to Enhance Mathematics and Science Instruction: Changes in Teacher Perceptions after Participating in a Yearlong Professional Development Program

Autor/inn/en	Kersaint, Gladis; Ritzhaupt, Albert D.; Liu, Feng
Titel	Technology to Enhance Mathematics and Science Instruction: Changes in Teacher Perceptions after Participating in a Yearlong Professional Development Program
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 33 (2014) 1, S.73-101 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Science Instruction; Mathematics Instruction; Technology Uses in Education; Technology Integration; Faculty Development; Teacher Attitudes; Attitude Change; Mathematics Teachers; Science Teachers; Technology Education; Technological Literacy; Familiarity; Educational Technology; Instructional Innovation; Teaching Methods; Educational Strategies + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Technisch-naturwissenschaftlicher Unterricht; Technisches Wissen; Unterrichtsmedien; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	The purpose of this study is to examine the extent to which teachers of mathematics or science who were engaged in a year-long initiative to help them integrate technological tools were (a) familiar with generic and mathematics- or science-specific technology, (b) comfortable integrating generic and content-specific technology, (c) believe that the use of technology for teaching mathematics or science is important, and (d) were able to use other digital tools to support mathematics or science teaching and learning. More changes in views were found for a variety of generic digitals tools (e.g., Interactive White Boards), than there were for content-specific tools (e.g., dynamic geometry software). Teachers of science reported changes in views for a larger number and variety of digital tools than did mathematics teachers. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10