How Does Skype, as an Educational Tool, Contribute to Elementary Math Teachers’ Reported Level of Self-efficacy?
| dc.contributor.affiliation | Peter Kiriakidis - Higher Education Research and Consulting Company | |
| dc.contributor.author | Kiriakidis, Peter | |
| dc.date.accessioned | 2020-07-30T22:25:18Z | |
| dc.date.available | 2020-07-30T22:25:18Z | |
| dc.date.issued | 2010 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69235 | |
| dc.title | How Does Skype, as an Educational Tool, Contribute to Elementary Math Teachers’ Reported Level of Self-efficacy? | |
| dc.type | Conference Paper | |
| dcterms.abstract | How does Skype, as an educational tool, contribute to elementary math teachers’ reported level of self-efficacy? A sample of n = 16 teachers was purposefully selected to use Skype in their classrooms with a webcam and microphone to communicate with other math teachers and math mentors. The findings revealed that teachers viewed Skype as an educational tool that contributes to the increase of their self-efficacy, which may increase students’ performance in state math testing. Institutes of higher education, professional development providers, teacher organizations, school districts, and math leaders may benefit from having an awareness of how online communication software such as Skype can increase elementary math teachers’ efficacy in the field of teaching and learning. Teacher self-efficacy can be increased through opportunities for ongoing discussions with other math teachers and especially math mentors in the school or within the school district. Supporting math teachers through Skype’s features such as video and voice calls, sharing of files, and sending and receiving instant messages is important for teachers’ sustained growth; however, online teaching support needs to be intentional, ongoing, and systematic. | |
| dcterms.extent | 14 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
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