Working group 3:

CPD - Continued professional development

ICTMT 5, Klagenfurt, 6-9 August 2001

(Schedule, tentative as of 12/06/01 20:55)

Chairs: Ed Laughbaum, Neil Challis

Tuesday 10:30 - 11:15 Chair: Ed Laughbaum

Technology as a Vehicle for Updating Middle Grades Content and Pedagogy

Judy O'Neal (USA, joneal@ngcsu.edu)

Tuesday 16:15 - 17:00 Chair: Neil Challis

Mathematics Teacher Development That Works

Greg Foley, (USA, foley@math.appstate.edu)

Greg Foley, USA:

Mathematics Teacher Development That Works

Several characteristics make for an effective professional development program for secondary mathematics teachers. The program needs a clearly focused purpose that is relevant to the participants. It must have expert and stimulating presenters with participant involvement and reflection. Participants should create and implement an action plan, with ongoing support. Good facilities and organisation are important. U.S. examples will illustrate these key features.

Ros Hyde, UK:

Creating a Professional Development Network

Abstract Recent developments in T3 (Teachers Teaching with Technology) in England will be used as a case study to explore the setting up of formal and informal networks for professional development in the context of an increased emphasis from government on continuing professional development for teachers. The intention is to explore the creation of networks that are enabling and empowering for teachers and that provide teachers with the support and resources they need to take responsibility for their own professional development.

Mark Klespis, USA:

An on-going program of professional development program in hand held technology for instructors of prospective teachers

The Mathematics Teacher Educator (MTE) program is an on-going professional development program of Teachers Teaching with Technology (T3) and is designed to assist US college faculty integrate technology into their mathematics content courses for prospective elementary teachers. The paper focuses on a collaboration of the MTE program with a similar NSF-funded program directed by the author. This collaboration began in 1998 and has provided a forum for 39 faculty interested in restructuring their mathematics courses for prospective elementary teachers. Data collected at the workshops indicate participant improvements in teaching and using technology. In May 2001, members of the original cohort and new faculty will participate in an updated workshop. Longitudinal data will be collected and included in the paper.

Judy O'Neal, USA:

Technology as a Vehicle for Updating Middle Grades Content and Pedagogy

Technology has certain unique capabilities that support the learning, doing, teaching, and assessing of mathematics. Accepting that these capabilities are ever changing as new tools are developed, the design of innovative and effective professional development programs for motivating and inspiring the current and next generation of mathematics teachers is a continuously evolving and stimulating endeavour. A description of the guiding principles, planning and development phase, and initial implementation and evaluations efforts that support technology training from a slightly different perspective will be presented.