國立虎尾科技大學 |

Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools./
Author:	Abba, Nate-Nna Kalu.
Description:	1 online resource (143 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381682311

Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools.
Abba, Nate-Nna Kalu.

Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools. - 1 online resource (143 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ph.D.)--Walden University, 2024.

Includes bibliographical references

For teachers to increase their instructional abilities, it is imperative they are provided with instructional support and an engaging technological professional work environment. The need is particularly great for math teachers at low socioeconomic status (SES) schools. The purpose of this basic correlational quantitative study was to explore teachers' attitudes about professional growth and leadership, digital age work and learning, and digital age learning experiences and assessments, and their level of technology integration for high school mathematics teachers in Title 1 low SES schools. Bandura's social cognitive learning theory provided a framework for understanding self-efficacy and stages of teacher's adoption of technology. Data were collected using the Levels of Technology Innovation Digital Age Survey instrument from a convenience sampling of 80 certified high school mathematics teachers from Title 1 low SES schools, who volunteered to participate. Descriptive statistical analysis of the data including multiple regression analysis was conducted to identify relationships and correlations. Key results indicated a statistically significant relationship between teachers' attitudes toward digital-age work and learning, attitudes about professional growth and leadership, attitudes about digital citizenship and responsibility, attitudes about digital age learning experiences and assessments, and their level of technology integration. The study contributes to positive social change by providing stakeholders with the efficacy of professional development for teachers on technology integrated instructional curriculum to improve students' academic achievement and provide them with 21st century skills for college and career.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381682311Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

Mathematics teachersIndex Terms--Genre/Form:

554714
Electronic books.

Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools.
LDR:03214ntm a22004217 4500 001 1141831
005 20240414211534.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381682311
035 $a (MiAaPQ)AAI30991725
035 $a AAI30991725
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Abba, Nate-Nna Kalu. $3 1465830
245 1 0 $a Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools.
264 0 $c 2024
300 $a 1 online resource (143 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisor: Naffziger, Loren.
502 $a Thesis (Ph.D.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a For teachers to increase their instructional abilities, it is imperative they are provided with instructional support and an engaging technological professional work environment. The need is particularly great for math teachers at low socioeconomic status (SES) schools. The purpose of this basic correlational quantitative study was to explore teachers' attitudes about professional growth and leadership, digital age work and learning, and digital age learning experiences and assessments, and their level of technology integration for high school mathematics teachers in Title 1 low SES schools. Bandura's social cognitive learning theory provided a framework for understanding self-efficacy and stages of teacher's adoption of technology. Data were collected using the Levels of Technology Innovation Digital Age Survey instrument from a convenience sampling of 80 certified high school mathematics teachers from Title 1 low SES schools, who volunteered to participate. Descriptive statistical analysis of the data including multiple regression analysis was conducted to identify relationships and correlations. Key results indicated a statistically significant relationship between teachers' attitudes toward digital-age work and learning, attitudes about professional growth and leadership, attitudes about digital citizenship and responsibility, attitudes about digital age learning experiences and assessments, and their level of technology integration. The study contributes to positive social change by providing stakeholders with the efficacy of professional development for teachers on technology integrated instructional curriculum to improve students' academic achievement and provide them with 21st century skills for college and career.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Mathematics education. $3 1148686
650 4 $a Curriculum development. $3 1148494
650 4 $a Educational leadership. $3 585508
653 $a Mathematics teachers
653 $a Professional development
653 $a Socioeconomic status
653 $a Social cognitive learning theory
653 $a Self-efficacy
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0288
690 $a 0449
690 $a 0727
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertations Abstracts International $g 85-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991725 $z click for full text (PQDT)