The uses of new technologies during mathematics instruction are essential for maintaining opportunities for students to gain better understanding of the content and become digital learners in the information age. Although scholars found technology integration is helpful in improving students’ mathematics achievement, the role of teachers’ preparedness for technology integration remains critical.
Technology professional development and self-efficacy are two major factors impacting teachers’ successful integration of instructional technologies. The purpose of this study was to provide a more in-depth look into (i) mathematics teachers technology uses during direct instruction, dialogic instruction, and assessment; (ii) the relationship between various types of professional development activities (online collaboration, face to face collaboration and course-based) and classroom technology use; and finally (iii) the mediator role of self-efficacy between professional development and classroom technology use.
The findings demonstrate that eighth grade mathematics teachers tend to integrate technology more often through direct instruction than dialogic instruction and assessment. Teacher self-efficacy, collaboration, and online collaboration for professional development had a significant relationship with technology use through direct instruction. Next, the results indicated that self-efficacy, collaboration, and course-based professional development were three significant factors for technology use in dialogic instruction. These three factors also significantly contributed to increasing technology use through assessment. Third, when self-efficacy mediated the hypothesized relationship, only face to face collaboration among teachers had a significantly positive association with teachers’ technology use through any type of instruction. Based on the findings, this study concludes that face-to-face collaboration among teachers were more effective than online professional interactions to make a change in teacher practices. Online learning communities should be encouraged for teachers who seek further guidance and resources sharing after joining a face-to-face training. Recommendations for future research and implications for practice are discussed.
","abstract_html":"<p>The uses of new technologies during mathematics instruction are essential for maintaining opportunities for students to gain better understanding of the content and become digital learners in the information age. Although scholars found technology integration is helpful in improving students’ mathematics achievement, the role of teachers’ preparedness for technology integration remains critical.</p> <p>Technology professional development and self-efficacy are two major factors impacting teachers’ successful integration of instructional technologies. The purpose of this study was to provide a more in-depth look into (i) mathematics teachers technology uses during direct instruction, dialogic instruction, and assessment; (ii) the relationship between various types of professional development activities (online collaboration, face to face collaboration and course-based) and classroom technology use; and finally (iii) the mediator role of self-efficacy between professional development and classroom technology use.</p> <p>The findings demonstrate that eighth grade mathematics teachers tend to integrate technology more often through direct instruction than dialogic instruction and assessment. Teacher self-efficacy, collaboration, and online collaboration for professional development had a significant relationship with technology use through direct instruction. Next, the results indicated that self-efficacy, collaboration, and course-based professional development were three significant factors for technology use in dialogic instruction. These three factors also significantly contributed to increasing technology use through assessment. Third, when self-efficacy mediated the hypothesized relationship, only face to face collaboration among teachers had a significantly positive association with teachers’ technology use through any type of instruction. Based on the findings, this study concludes that face-to-face collaboration among teachers were more effective than online professional interactions to make a change in teacher practices. Online learning communities should be encouraged for teachers who seek further guidance and resources sharing after joining a face-to-face training. Recommendations for future research and implications for practice are discussed.</p>","abstract_has_math":false,"creators":["Gokbel, Elif N"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Instructional Technology (EdDIT)","degree_department":null,"school":null,"contributors":["Rachel Ayieko","Melissa Boston","Gibbs Kanyongo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-05-08T07:00:00Z","date_published":"2020-05-08T07:00:00Z","updated_at":"2026-07-24T02:10:58Z","subjects":["Teacher professional development","collaboration","online collaboration","mathematics education","technology use","dialogic instruction","direct instruction","assessment","Educational Technology","Science and Mathematics Education","Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1881","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rachel Ayieko","Melissa Boston","Gibbs Kanyongo"]},{"key":"dc:creator","label":"Author","values":["Gokbel, Elif N"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-04-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology (EdDIT)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher professional development","collaboration","online collaboration","mathematics education","technology use","dialogic instruction","direct instruction","assessment","Educational Technology","Science and Mathematics Education","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1881"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The uses of new technologies during mathematics instruction are essential for maintaining opportunities for students to gain better understanding of the content and become digital learners in the information age. Although scholars found technology integration is helpful in improving students’ mathematics achievement, the role of teachers’ preparedness for technology integration remains critical.
Technology professional development and self-efficacy are two major factors impacting teachers’ successful integration of instructional technologies. The purpose of this study was to provide a more in-depth look into (i) mathematics teachers technology uses during direct instruction, dialogic instruction, and assessment; (ii) the relationship between various types of professional development activities (online collaboration, face to face collaboration and course-based) and classroom technology use; and finally (iii) the mediator role of self-efficacy between professional development and classroom technology use.
The findings demonstrate that eighth grade mathematics teachers tend to integrate technology more often through direct instruction than dialogic instruction and assessment. Teacher self-efficacy, collaboration, and online collaboration for professional development had a significant relationship with technology use through direct instruction. Next, the results indicated that self-efficacy, collaboration, and course-based professional development were three significant factors for technology use in dialogic instruction. These three factors also significantly contributed to increasing technology use through assessment. Third, when self-efficacy mediated the hypothesized relationship, only face to face collaboration among teachers had a significantly positive association with teachers’ technology use through any type of instruction. Based on the findings, this study concludes that face-to-face collaboration among teachers were more effective than online professional interactions to make a change in teacher practices. Online learning communities should be encouraged for teachers who seek further guidance and resources sharing after joining a face-to-face training. Recommendations for future research and implications for practice are discussed.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Teacher Professional Development and Self-Efficacy on Classroom Uses of Information and Computer Technologies"]}]}],"canonical_facts":{"dc:contributor":["Rachel Ayieko","Melissa Boston","Gibbs Kanyongo"],"dc:creator":["Gokbel, Elif N"],"dc:date.available":["2020-04-06T07:00:00Z"],"dc:description.abstract":["The uses of new technologies during mathematics instruction are essential for maintaining opportunities for students to gain better understanding of the content and become digital learners in the information age. Although scholars found technology integration is helpful in improving students’ mathematics achievement, the role of teachers’ preparedness for technology integration remains critical.
Technology professional development and self-efficacy are two major factors impacting teachers’ successful integration of instructional technologies. The purpose of this study was to provide a more in-depth look into (i) mathematics teachers technology uses during direct instruction, dialogic instruction, and assessment; (ii) the relationship between various types of professional development activities (online collaboration, face to face collaboration and course-based) and classroom technology use; and finally (iii) the mediator role of self-efficacy between professional development and classroom technology use.
The findings demonstrate that eighth grade mathematics teachers tend to integrate technology more often through direct instruction than dialogic instruction and assessment. Teacher self-efficacy, collaboration, and online collaboration for professional development had a significant relationship with technology use through direct instruction. Next, the results indicated that self-efficacy, collaboration, and course-based professional development were three significant factors for technology use in dialogic instruction. These three factors also significantly contributed to increasing technology use through assessment. Third, when self-efficacy mediated the hypothesized relationship, only face to face collaboration among teachers had a significantly positive association with teachers’ technology use through any type of instruction. Based on the findings, this study concludes that face-to-face collaboration among teachers were more effective than online professional interactions to make a change in teacher practices. Online learning communities should be encouraged for teachers who seek further guidance and resources sharing after joining a face-to-face training. Recommendations for future research and implications for practice are discussed.
"],"dc:identifier":["https://dsc.duq.edu/etd/1881"],"dc:language":["English"],"dc:subject":["Teacher professional development","collaboration","online collaboration","mathematics education","technology use","dialogic instruction","direct instruction","assessment","Educational Technology","Science and Mathematics Education","Teacher Education and Professional Development"],"dc:title":["The Effects of Teacher Professional Development and Self-Efficacy on Classroom Uses of Information and Computer Technologies"],"thesis:degree_discipline":["Instructional Technology (EdDIT)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:58Z"}