Teacher-Driven and Technology Mediated: Using Social Media to Support and Sustain Professional Learning Communities in Mathematics Professional Development
Patricia Ann Dickenson, National University, San Jose, California collaborating with Judith L. Montgomery, University of California (Santa Cruz) and Michelle Voorhees, Watsonville Charter School of the Arts, Watsonville, California
Shaping a teacher's beliefs and practices takes time, commitment and support. Research suggests teachers need at least twenty instances of practice to master a new skill (Joyce & Showers, 2002). The purpose of this study is to explore the role of social media as a tool to support teacher professional development in mathematics. Teacher participants will engage in math professional development by watching recorded lessons and participating in online discussions. The site math coach will prepared and record teaching math lessons based on participants selected math topics for demonstration. When professional development is driven by the needs of participants content knowledge and practice grows and this directly impacts students in their class (Darling-Hammond and McLaughlin 1995; Little 1998). Teacher efficacy and growth mindset will be assessed both before and after this year long professional development to determine what impact social media may have on teacher efficacy and practices in mathematics.