Increasing Teacher Efficacy throughTechnology-Based Professional Development
Cory Hansen, Ron Zambo, Arizona State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: At the crux of effective technology professional development is rethinking traditional models to one that takes teachers beyond skill acquisition to possibilities of transformation of teaching practice. Both personal and outcome efficacy are tied to transformation of practice. Seven teams of teachers participated in a year-long project scientifically designed to transform content area instruction. The purpose of the study was to chart personal and outcome efficacy in mathematics and technology instruction through a survey responses. Personal efficacy for mathematics/mathematics instruction and technology/technology integration increased significantly from pre to middle to post with increases occurring at each level. Although participants were learning more about and becoming more confident regarding mathematics and technology, their gain in confidence related to technology outstripped those for mathematics.
Hansen, C. & Zambo, R. (2009). Increasing Teacher Efficacy throughTechnology-Based Professional Development. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1287-1293). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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