The Effectiveness of Long Term vs. Short Term Training in Selected Computing Technologies on Middle and High School Mathematics Teachers’ Attitudes and Beliefs image/x-xbitm
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Gningue, S.M. (2003). The Effectiveness of Long Term vs. Short Term Training in Selected Computing Technologies on Middle and High School Mathematics Teachers’ Attitudes and Beliefs image/x-xbitm. Journal of Computers in Mathematics and Science Teaching, 22(3), 207-224. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/12789.
Journal of Computers in Mathematics and Science Teaching
Volume 22, Issue 3, 2003
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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This article describes two professional development experiences for middle and high school mathematics teachers: one long-term, the other short-term. The training of the long-term group (n=12) took place over an entire semester, in a 15- week, 45-hour graduate course, at an urban institution in New York City, that accented the use of computing technologies, especially the "TI83 Plus" graphing calculator and the "Geometer's Sketchpad," to enhance the teaching of mathematics in secondary schools. The training of the short-term group (n=11) took place in a series of three workshops totaling 7 hours, with teachers from the institution's Professional Development School, using essentially the same types of technology tools. Attitude changes about the use of technology, obtained through a 16-item pre-and post-survey given to both groups, are presented. Comments from teachers' written reports and refl ections about their beliefs in the effectiveness of using technology in the mathematics classroom are included as well. Professional development in computing technologies can be effective in changing teachers' attitudes and beliefs if implemented through a long-term, sustained, and coherent form of training that provides teachers with opportunities for active learning in the use of relevant technology tools in general.
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