Abstract

Research comparing professional development teachers receive on educational technology and its implementations in classrooms is limited. We will discuss our findings from a study conducted involving U.S. K-12 teachers’ (n=895) use and availability of instructional, software, assistive, and teaching preparation related technologies. The specific types of technologies being used in classrooms will also be discussed. Results point to a disparity between reported professional development hours and topics, and reported teacher use of corresponding technologies to improve student learning in mathematics. We will address the implications of training in classroom technology for pre-service and in-service mathematics teachers, and how that training translates to the K-12 classroom. This article makes a significant contribution by pointing to the disparity among hours of professional development and the reported use of technology as well as lack of professional development in assistive technology.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0097
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada