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Professional Development in Technolo...

Abba, Nate-Nna Kalu.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professional Development in Technology Integration for Mathematics Teachers in Title 1 Schools./
Author:	Abba, Nate-Nna Kalu.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	143 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991725
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. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 143 p.

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

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

This item must not be sold to any third party vendors.

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.

ISBN: 9798381682311Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Mathematics teachers

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