Itec 8500-Research Article Annotations-Walker-S
Itec 8500-Research Article Annotations-Walker-S
Itec 8500-Research Article Annotations-Walker-S
The purpose of this study was to get student The resources were effective, but I think digital resources are a great asset to help
feedback following Exact questions were not stated in the article, it is important to be sure that the both teachers and students. However, to save
resource testing and to consider how to gage but it states were asked to rate the usefulness Participants included over 1,600 first resources are working correctly time for both students and teachers it is
student engagement with the resources of resources and to share their experiences year MTU students in June 2020 and Mixed design both qualitative and and that students know how to important that students fully know how to use
Palmer, C., Rourke, S. O., Carroll, C., Manning, D., Cogan, P., & Morari, V. (2022). Digital
and Resources
attitudes towards
for Targeted
mathematics.
Mathematics Support.
February
MSOR2021
Connections, 20(2), 26–36. quantitative
https://doi.org/10.21100/msor.v20i2.1290
use them the resource.
Leong, Y. H., Yeo, B. W. J., & (1) What were the design principles adopted This study found that when
Choy, B. H. (2022). Instructional by the teacher and how were they applied Professional development is Teachers will feel more comfortable in
Materials as a Site to Study The purpose of this study was to show the when crafting the set of instructional materi- focused on teacher-designed implementing new methods if given the
Teachers’ Planning and Learning. effects of teachers creating their own curriculum als? (2) How did PD infuence the mix of these curriculum, there is a willingness freedom to create their own lessons. I think
Mathematics Education Research to include goals while receiving professional design principles as revealed in the changes in There was a singular participant, a Mixed design both qualitative and in teachers to include these new that seeing the usefulness for any pd makes a
Journal, 34(3), 575–598. development. the drafts of the instructional materials? year 7 mathematics teacher. quantitative ideas in their work. difference in participation.
Juang, Y.-R., Liu, T.-C., & Chan, T.- Can the 3C-model improve teacher
W. (2008). Computer-Supported performance in developing PCK? Can the 3C- This research was conducted in a
Teacher Development of model facilitate teacher collaboration in primary school in Taiwan. The
Pedagogical Content Knowledge developing curriculum and PCK? Can the school had 58 classes, 110 teachers, The model used for PD can increase PCK and
through Developing School-Based This study presented a model for pedagogical supporting tools constructed based on the and over 1900 students. Of the 110 Collaboration. Both of these aspects are
Curriculum. Educational content knowledge known as the 3c-model. The three mechanisms enhance the performance teachers, 77 enrolled in the The model was found to increase important in education. Collaboration allows
Technology & Society, 11(2), study gaged teacher pedagogical content of the research, and 69 were willing to do Mixed design both qualitative and teacher pedagogical content for teachers to share ideas and resources, thus
149–170. knowledge and collaboration. PCK development of teachers? the evaluation activities. quantitative knowledge and collaboration helping teachers perform better and save time.