Coaching for Change: Preparing Mathematics Teachers for Technology Integration in Differentiated Classrooms

Autor/in	Huang, Chung-Kai
Titel	Coaching for Change: Preparing Mathematics Teachers for Technology Integration in Differentiated Classrooms
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.13913-13941 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Chung-Kai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11684-x
Schlagwörter	Foreign Countries; Educational Technology; Mathematics Instruction; Mathematics Teachers; Middle School Teachers; Rural Schools; Individualized Instruction; Student Needs; Grade 7; Middle School Students; Coaching (Performance); Student Attitudes; Student Motivation; Anxiety; Interaction; Computer Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Individualisierender Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Student; Students; Schüler; Schülerin; Schülerverhalten; Schulische Motivation; Angst; Interaktion
Abstract	The purpose of this study was to deploy digital technology in ways that would help mathematics teachers in a remote rural Taiwanese middle school construct a differentiated classroom aligned with students' needs. We attempted to develop seventh-grade mathematics course modules that could meet quality educational requirements and equal opportunities for customized learning by empowering teachers through instructional coaching. Mixed methods were used to collect relevant qualitative and quantitative data from 4 mathematics teachers, 3 instructional coaches, and 16 students. Analysis of the findings reveals that instructional coaching contributes to teacher engagement and transformation for implementing differentiated strategies. The results also indicate the perceptions of the participating students in their learning motivation, anxiety, attitude, classroom interaction, and acceptance of technology. Based on the results of this study, pedagogical implications and future research directions are discussed regarding how instructional coaching can be executed to leverage professional development while preparing mathematics teachers for the improved interaction and involvement of ethnically and socioeconomically diverse students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01