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Mathematics Professional Development

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Recommended: How technology affects a classroom

With regards to the challenges on how to use technology effectively in the classroom, designing sustainable professional development is a significant aspect of supporting mathematics teachers’ learning.
Currently, mathematics professional development is progressively structured around inquiry-based and collaborative experiences. However, gaining a deeper understanding of what specific professional development tools can foster teacher learning is still a future task. Hino & Makino (2015) studied learning process in a mathematics professional development program wherein three teachers collaboratively devise a Mathematics Lesson Framework (MLF). MLF is a conceptual and interpretive model for the teaching-learning process and includes setting objectives …show more content…

As Ball (1990) suggested, professional development can be achieved by having teachers fully immersed in a context of professional development where they can experience the use of technology, first as a learner in investigating problems for improving their understanding of mathematics, and then as a teacher in their actual instructional practices. This would be an effective way of having teachers improve themselves for better implementation of the recent curriculum changes and serve to mediate between reform dictations and classroom …show more content…

The growth of BYOD (Bring Your Own Device) approaches to teaching and learning and availability of free software and cheaper technology platforms (e.g. Geogebra, Desmos, Khan Academy) is witnessing a rapid evolution in terms of ease of access to technology. However, other issues are now becoming more critical, with the need to ensure that teachers and students both make effective use of the available technology. In the study of Oates, Sheryn & Thomas (2014) they determined the use of technology in assessment, ways to monitor or understand the technologies students are using, impacts of technologies on student’s learning and changes that technologies necessitate with respect to curriculum.
In the study of Cuban (2001) as cited by Hixon, E & Buckenmeyer, J, (2009) as the technology infrastructure of schools expands, a common concern has been the underutilization of computers and other technologies in the classroom. Teachers are often blamed for failing to integrate technology into their teaching, giving such reasons as lack of time, training, equipment, and support. However, it has been suggested that these are not the “real” reasons technology is underutilized; instead, it is argued that teachers’ core values about teaching and learning are the primary

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IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student

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This case study will assist stakeholders with making informed decisions on utilizing technology based resource within their curriculum. The XYZ district is a very small school system. Only 20% of teachers are currently trained and instructing with various technology tools, which are problems created by mistrust of technology or hesitation born from frustration or lack of confidence and adequate training and funding (Ruggiero & Mong, 2015).This study is essential because it can supply an example of teaching and learning with one-to-one computing and establish a comprehensive understanding of ways to maximize diverse technology tools within the curriculum. Although teachers within this school district have access to the Internet and online subscriptions, many teachers are not utilizing the potential of educational benefits that technology resources offer (Blau & Peled, 2012).

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The issue of assuring that every student is actively participating in the classroom is a wide concern. However, the issue as to how to fix this is a highly debated topic. We can explore these opposing opinions in two works. While both the articles “The Littlest Schoolhouse” by Ta-Nehisi Coates and “Leave Your Laptops at the Door to my Classroom” by Darren Rosenblum explore how approaches to students’ learning styles can assist in the classroom, “The Littlest Schoolhouse” explores expanding the way students learn through technology while “Leave Your Laptops at the Door to my Classroom” discusses the benefits of banning technology entirely from classes. Both Ta-Nehisi Coates and Rosenblum can agree on at least one thing: The goal of education

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The Benefits of Technology in School in a Technological Society The Tennessean published Lisa Fingeroot’s article, “Nashville schools push for more technology,” in November of 2012. She discussed the benefits of technology that include, making learning fun with its inclusive methods, Fingeroot believes technology can improve the quality of education nationwide, and provides a very interactive and personal way for students to learn. She states that Kecia Ray, executive director of Metro schools’ learning technology department and president-elect of International Society for Technology in Education, has the goal of presenting a plan that provides technological access to more students. The first thing a reader notices to an article is the title.

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991 Words | 4 Pages

From the modernization of E-rate to the proliferation and adoption of openly licensed educational resources, the key pieces necessary to realize best the transformations made possible by technology in education are in place. Educators, policymakers, administrators, and teacher preparation and professional development programs now should embed these tools and resources into their practices. Working in collaboration with families, researchers, cultural institutions, and all other stakeholders, these groups can eliminate inefficiencies, reach beyond the walls of traditional classrooms, and form strong partnerships to support everywhere, all-the-time learning. Although the presence of technology does not ensure equity and accessibility in learning, it has the power to lower barriers to both in ways previously impossible.

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1075 Words | 5 Pages

In today’s modern society technology plays a huge role in everyday life. Technology has a big position in education. Today students use laptops for school on an everyday basis to take notes, work on assignments, and research. Many people agree that, when it comes to education, technology can either be very harmful or very helpful. Timothy D. Snyder, a history professor at the University of Yale has written five award-winning books.

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Safe Activity Although most might look at cheerleading or think of cheerleading being a dangerous sport, if taken seriously, cheerleading is taught to be one of the most safest activity performed, if performed serious and in correct motions. With an approximate number of 3.5 million members of cheerleading in the United States solitarily, cheer is one of the most mass favored athletic activities (Rosario, 2016). While cheerleadings persists to expands as a whole in popularity, the talk of safety becomes a huge stepping stone in everyone’s word of mouth. The American Association of Cheerleading Coaches and Administrators is a profitless as well as an academic coalition for over 70,000 cheerleading athletic trainers, coaches as well as

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With decades of research, it came to a conclusion that not all students learn the same way. Jeremy Roschelle is co-director of the Center for Technology in Learning at SRI International. In his research, he examines the classroom use of innovations that enhance learning difficult ideas in mathematics and science. Chad Lane has a Ph.D. and M.S. in computer science and wants to create educational technology that will compelling and engaging.

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CHAPTER FOUR: DISCUSSION AND CONCLUSION 5.1 Discussion and Conclusions This study explored the components of Lesson Study, which impacts, on the respondent’s teaching and student learning. This chapter discusses the results and offers an analysis of how the study results emphasis on the initial research questions as well as connect to literature review of the study. The discussion is arranged on the basis of research question. Summary of Findings Participants interview, observations and from many literature this study explore that TSN through Lesson Study is an innovative teaching approach comes from Japan.

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563 Words | 3 Pages

In the assumption of learning theory we are making assumptions about learning from different perspectives. From an educator’s perspective, we have made assumptions about the needs and readiness of learners, and assumed that there are best teaching and learning strategies for particular learners under particular learning context. Experiments and research have been conducted to validate the findings. From a learner’s perspective, the learners have assumed that they would be able to achieve the learning goals based on certain learning strategies, that suit their particular learning styles, and under

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Educational Technology Annotated Bibliography Kozma, R. (2003). Technology and classroom practices: an international study. Journal Of Research on Technology in Education (1539-1523), 36(1), 1. The author of this article, his name is Roboer B. Kozma, is now working for the Technology in Learning center, the name of the center is SRI International. In this article he explores all of the findings of research that was done by many researchers on how the technology is affecting our classrooms.

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The second category refers to self-directed learning as a process of learning. Attempts are made to understand the process of self-direction with a view of adopting them to formal learning. They are three main models, linear, interactive, and instructional models Knowles and Tough model are linear. Knowles developed learning contract meant to encourage and support learner’s self-direction.

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I can consider my professional development experience in two parts: Before I became a teacher and after I became a teacher. During my teacher education at university I used to imagine myself as the teacher of that lesson and I used to try to draw some tips for my future job. I observed my teachers’ way of teaching, their rapport with students and their reactions. I always commented on why or why not they behave in that specific way and search for examples to be applied in my future job as a teacher. I believe that these observations provided me with some valuable and conclusive clues for my job.

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875 Words | 4 Pages

In cooperative learning through active participation in interactions between the group members, children solve problems while benefiting from the insights of others (Hoffnung et al., 2013). Then the teacher gave them an individual task to complete. Children have the option to choose a worksheet, or an I pad to complete their task. Most schools use technology as an educational tool that helps children to grow their knowledge. The schools have moved to a digital operational base, as they are willing to collaborate, teach the young and distribute the control of teaching and learning (Lee and Ward, 2013, cited in Lee, 2014).

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Teachers have to use different pedagogical approaches. They should participate actively in their learning and to assist professional development. The

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