Defense Date


Graduation Date

Spring 5-8-2020


Immediate Access

Submission Type


Degree Name



Instructional Technology (EdDIT)


School of Education

Committee Chair

Rachel Ayieko

Committee Member

Melissa Boston

Committee Member

Gibbs Kanyongo


Teacher professional development, collaboration, online collaboration, mathematics education, technology use, dialogic instruction, direct instruction, assessment


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.