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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.
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Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention: Evaluation of the Daily Report Card.Online (DRC.O) System
Historically, teachers’ uptake and implementation of empirically supported classroom interventions have involved substantial face-to-face consultation. However, most schools do not have the resources to provide this intensive level of support and many teachers may not need it. Thus, evaluation of alternative supports is warranted. In this pilot study, we evaluated the feasibility and effectiveness of an interactive web-based technology [i.e., the Daily Report Card.Online (DRC.O)] designed to facilitate teachers’ use of the DRC with minimal external support and examined individual teacher characteristics associated with DRC use. Elementary school teachers (N = 54) were given access to the DRC.O Web site and asked to use it to implement a DRC with one child. With regard to implementation, 16% were short-term adopters (less than 1 month) and 39% were long-term adopters (1–7 months of use). On average, short-term adopters adhered to 37% of data entry procedures, whereas long-term adopters adhered to 74% of data entry procedures. Higher teacher stress was associated with shorter use and lower adherence. Web site analytics revealed that, on average, long-term adopters completed all steps of DRC development in less than 1 h and spent only 3 min per day engaged in data entry for progress monitoring. The magnitude of change in student target behaviors and Strengths and Difficulties Questionnaire scores was moderate to large. These results reveal the feasibility and promise of the DRC.O and generate hypotheses for future research. Implications for additional evaluation of technology-driven implementation supports for teachers are discussed.
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- Award ID(s):
- 1659455
- PAR ID:
- 10111076
- Date Published:
- Journal Name:
- School Mental Health
- ISSN:
- 1866-2625
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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These data are for 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs, who implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face-to-face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, a Networked Improvement Community (NIC) was formed by teacher candidates, classroom mentor teachers, field experience supervisors, and university faculty to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric (Lyublinskaya & Tournaki, 2011) were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP^2; Gleason, Livers, & Zelkowski, 2015) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs.more » « less
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Mathematics teacher educators face a challenge of preparing teachers to use technology that is rapidly changing and easily available. Teachers have access to thousands of digital tools to use with students and need guidance about how to critically choose and use tools to support students’ mathematics learning. Research provides guidance to teachers about what features to look for in a technology tool and suggestions are offered about how mathematics teacher educators and researchers can support teachers in using technology to teach mathematics.more » « less
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Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice professional development (PD) model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al, 2017; Roth et al, 2018). The face-to-face PD model is expensive and difficult to scale. In this paper, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and effective science teaching practices in the context in which they will be teaching. There are scaffolded opportunities for teachers to learn from analysis of model videos by experienced teachers, to try teaching model units, to analyze video of their own teaching efforts, and ultimately to develop their own unit, with guidance. The PD model attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Authors, 2019. Methods We followed a design-based research approach (DBR; Cobb et al., 2003; Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005) in phase one of the project before studying its effect. Data Three small pilot groups of teachers engaged in both synchronous and asynchronous components of the larger online course which began implementation with a 10-week summer course that leads into study groups of participants meeting through one academic year. We iteratively designed, tested, and revised 17 modules across three pilot versions. On average, pilot groups completed one module every two weeks. Pilot 1 began the work in May 2019; Pilot 2 began in August 2019, and Pilot 3 began in October 2019. Pilot teachers responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. We revised all modules between each pilot group and used what we learned to inform our development of later modules within each pilot. For example, we applied what we learned from testing Module 3 with Pilot 1 to the development of Module 3 for Pilots 2, and also applied what we learned from Module 3 with Pilot 1 to the development of Module 7 for Pilot 1. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. We called them crux questions because they revealed teachers’ uncertainty and deepened learning during the discussion. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of covid-19, online PD has taken on new urgency. NARST members will gain insight into the translation of an effective face-to-face PD model to an online environment.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1007/s12310-019-09320-6
