Orrill, C. H., & Polly, D. (2012). Technology integration in mathematics: A model for integrating technology through content development. In D. Polly, K. Persichitte, & C. Mims (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 337-356). Hershey, PA: Information Science Reference (an imprint of IGI Global). doi:10.4018/978-1-46660-014-0
Chandra Hawley Orrill, University of Massachusetts Dartmouth
Drew Polly, University of North Carolina at Charlotte
“Developing Technology-rich Teacher Education Programs: Key issues”, edited by Drew Polly, Clif Mims, & K. A. Persichitte, 2012, pp. 337-356, published by Information Science Reference (an imprint of IGI Global, Hershey, PA, DOI: 10.4018/978-1-46660-014-0
This chapter describes Technology Integration in Mathematics (TIM), an iterative professional development model that focused on integrating technology into elementary school mathematics instruction. Grounded in the American Psychological Association’s Learner-Centered Principles, the program provided teachers with ownership of their own learning and situated teachers’ learning of technology in the context of learning mathematics. The authors provide design principles, a description of the project, examples, and challenges from their work.