Going Against the Grain: Should Differentiated Instruction be a Normal Component of Professional Development
Center for Science and Math Education
This study investigated whether a four-week intensive professional development workshop for math teachers was effective in improving their knowledge and skills of mathematics concepts and technology, as well as improving their attitudes toward integrating technology into teaching math. Instruments for data collection included a pre-and post-test for math concepts and technology and four different surveys: concerns, proficiency, frequency of use, and confidence. Data also included participants’ background information and their weekly reflections. The results revealed that this workshop was effective overall, but not for all teachers. We conclude that the trainer should implement differentiated instruction in order to maximize the learning experience for all teachers.
International Journal of Technology in Teaching and Learning
Herron, S. S.
(2014). Going Against the Grain: Should Differentiated Instruction be a Normal Component of Professional Development. International Journal of Technology in Teaching and Learning, 10(1), 14-34.
Available at: https://aquila.usm.edu/fac_pubs/15562