| Title: |
Designing with Digital Technologies: The Influence of a Professional Development Program on Teachers' Beliefs |
| Language: |
English |
| Authors: |
Caterina Bassi; Domenico Brunetto; Umberto Dello Iacono |
| Source: |
International Journal for Technology in Mathematics Education. 2024 31(2):53-60. |
| Availability: |
Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: info@researchinformation.co.uk; Web site: https://researchinformation.co.uk/tme-information/ |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Faculty Development; Models; Foreign Countries; Mathematics Teachers; Educational Technology; Technology Uses in Education; Teacher Attitudes; Beliefs; Mathematics Instruction; Instructional Design; Lesson Plans |
| Geographic Terms: |
Italy |
| DOI: |
10.1564/tme_v31.2.03 |
| ISSN: |
1744-2710; 2045-2519 |
| Abstract: |
The present study, carried out in the context of a Teacher Professional Development (TPD) Program on mathematical modelling and digital technologies, focuses on how Italian mathematics teachers refer to digital technologies in designing their lessons and investigates to what extent the TPD program impacted the way by which teachers design their lessons using technologies. To this end, teachers' lesson plans in two different moments of the TPD program have been analysed using the TPACK model. The data shows that at the beginning of the TPD program, teachers used to design their lessons without referring to pedagogical aspects. This leads to argue that a teachers' belief seems to emerge, namely that knowing the features of digital technologies is sufficient to design teaching activities with technology in relation to specific mathematical contents. However, the TPD program appears to have had a positive impact on teachers' knowledge because, at the end of the program, they refer to a greater extent to pedagogical aspects (TPK and TPACK) in their design. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1443715 |
| Database: |
ERIC |