Special Issue Article: A Look at Technology's Role in Professional Development of Mathematics Teachers at the Middle School Level

Abstract

In last month's issue of School Science and Mathematics, Glenda Lappan addressed the dilemma of supporting teachers in continuing to grow professionally in four domains: Learning more mathematics content; improving their pedagogical skills; improving assessment skills; and addapting the curriculum to the needs of their students. Though it is clear that this kind of learning is best done in the context of what is going on in the classroom, teachers' schedules and other problems make it difficult to implement a coherent classroom based, professional development program. In this article, two more knowledge domains are added to this mix: the ability to (a) use technology and (b) teach with technology effectively. Since the process of learning and teaching is a dynamic one, the author describes his vision of the classroom as a laboratory where teachers get to practice and improve in these six areas and get feedback from an audience of their peers. Reflections are based on a current project in Paterson, New Jersey where the author helps middle school teachers use computer software to improve their mathematics teaching and learning.