Improving the Implementation of Technology, TPACK, and Teacher Self-Efficacy Within Secondary Mathematics Instruction Through Targeted Professional Development
dc.contributor.advisor | Rambo, Karen E. | |
dc.contributor.advisor | Capraro, Mary M | |
dc.creator | Rhoades, Christopher | |
dc.date.accessioned | 2023-09-19T19:01:24Z | |
dc.date.available | 2023-09-19T19:01:24Z | |
dc.date.created | 2023-05 | |
dc.date.issued | 2023-04-22 | |
dc.date.submitted | May 2023 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/199094 | |
dc.description.abstract | Educational technology has the potential to be transformative in secondary mathematics classrooms. Recent events have further necessitated a paradigm shift in how technology is used. In this mixed methods action research study, I study the inputs to effective technology use and establish a combined model that shows their interaction with each other towards the output of effective technology use. I then explored professional development as a treatment designed to target and increase these inputs in teacher practice. The results indicate that focused PD was effective in increasing both teacher TPACK and self-efficacy with respect to technology. Further, the majority of teachers used technology at the levels of modification and redefinition on the SAMR (Substitution, Augmentation, Modification, Redefinition) scale. Findings support the use of focused PD as an intervention. | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | mathematics education | |
dc.subject | math ed | |
dc.subject | teacher training | |
dc.subject | teacher professional development | |
dc.subject | technology | |
dc.subject | math technology | |
dc.subject | math history | |
dc.subject | TPACK | |
dc.subject | self-efficacy | |
dc.subject | teacher self-efficacy | |
dc.subject | SAMR | |
dc.subject | RAT | |
dc.subject | PICRAT | |
dc.subject | TIM | |
dc.subject | learning technology | |
dc.subject | instructional technology | |
dc.title | Improving the Implementation of Technology, TPACK, and Teacher Self-Efficacy Within Secondary Mathematics Instruction Through Targeted Professional Development | |
dc.type | Thesis | |
thesis.degree.department | Teaching, Learning, and Culture | |
thesis.degree.discipline | Curriculum and Instruction | |
thesis.degree.grantor | Texas A&M University | |
thesis.degree.name | Doctor of Education | |
thesis.degree.level | Doctoral | |
dc.contributor.committeeMember | Whitfield, Jennifer | |
dc.contributor.committeeMember | Yalvac, Bugrahan | |
dc.type.material | text | |
dc.date.updated | 2023-09-19T19:01:25Z | |
local.etdauthor.orcid | 0000-0002-7480-7435 |
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