Design and Evaluation of a Technology Enhanced Professional Development Program for Secondary Mathematics Teachers

Authors

  • Wilson Decina Castañeda Jr
  • Robert Jay Naigar Angco
  • Maria Rowena Subsuban Lobrigas
  • Baby Ann Damgo

Keywords:

Desimone’s model; mathematics teacher; professional development; technology-enhanced resources; teacher training

Abstract

This study aimed to develop, implement, and evaluate a professional development (PD) program for secondary mathematics teachers that was focused on using technology-enhanced resources, following Desimone’s PD model. The program, consisting of eight in?person training sessions and virtual consultations over 10 weeks, involved Junior and Senior High School Mathematics teachers from a cooperative school. A mixed-method sequential explanatory research design was used, beginning with a training needs assessment of 15 teachers. There were also 15 teachers in the actual PD program. The results highlighted the lack of technology integration and PD opportunities as key challenges. Based on Desimone’s model, the PD program addressed these needs by training teachers in digital calculators, Microsoft Excel, and statistical software. Pre- and post-assessments showed improvements in teachers’ knowledge, skills, and attitudes in using technology-enhanced resources. Interviews confirmed these gains, and participants expressed interest in future training on integrating statistical software for research purposes, indicating a desire for ongoing PD.

https://doi.org/10.26803/ijlter.24.10.43

References

Abbasi, W. T., Ibrahim, A. H., & Ali, F. B. (2021). Perceptions about English as second language teachers’ technology-based English language teaching in Pakistan: Attitudes, uses of technology and challenges. In M. Al-Emran, M. A. Al-Sharafi, M. N. Al-Kabi, & K. Shaalan (Eds.), Proceedings of the International Conference on Emerging Technologies and Intelligent Systems (pp. 314–325). Springer. https://doi.org/10.1007/978-3-030-82616-1_28

Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(1), 2283282. https://doi.org/10.1080/23311916.2023.2283282

Alonzo, D., Asih, R., Oo, C. Z., Pelobillo, G., & Lim, R. (2024). Key elements of effective mandatory professional development programs. International Journal of Instruction, 17(3), 355–370. https://doi.org/10.29333/iji.2024.17319a

Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023). A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. Nature Human Behaviour, 7(3), 375–385. https://doi.org/10.1038/s41562-022-01506-4

Chin, J. M.-C., Ching, G. S., del Castillo, F., Wen, T.-H., Huang, Y.-C., del Castillo, C. D., Gungon, J. L., & Trajera, S. M. (2022). Perspectives on the barriers to and needs of teachers’ professional development in the Philippines during COVID-19. Sustainability, 14(1), 470. https://doi.org/10.3390/su14010470

Cirneanu, A.-L., & Moldoveanu, C.-E. (2024). Use of digital technology in integrated mathematics education. Applied System Innovation, 7(4), 66. https://doi.org/10.3390/asi7040066

Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers (PPST). Department of Education. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers-ppst/

Hassan, M. (2021). Online teaching challenges during COVID-19 pandemic. International Journal of Information and Education Technology, 11(1), 41–46. https://doi.org/10.18178/ijiet.2021.11.1.1487

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low and middle income countries: A systematic review. Computers and Education Open, 3(1), Article 100080. https://doi.org/10.1016/j.caeo.2022.100080

Hidayat, A., & Firmanti, P. (2024). Navigating the tech frontier: A systematic review of technology integration in mathematics education. Cogent Education, 11(1), 2373559. https://doi.org/10.1080/2331186X.2024.2373559

Hill, H. C., Lynch, K., Gonzalez, K. E., & Pollard, C. (2020). Professional development that improves STEM outcomes. Phi Delta Kappan, 101(5), 50–56. https://doi.org/10.1177/0031721720903829

Ibda, H., Syamsi, I., & Rukiyati, R. (2023). Professional elementary teachers in the digital era: A systematic literature review. International Journal of Evaluation and Research in Education, 12(1), 459–467. https://doi.org/10.11591/ijere.v12i1.23565

Joshi, D. R., Adhikari, K. P., Khanal, J., & Belbase, S. (2023). Impact of digital skills of mathematics teachers to promote students’ communication behavior in the classroom. Contemporary Educational Technology, 15(4), ep454. https://doi.org/10.30935/cedtech/13495

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Mateo, J. (2019, December 7). K-12 not to blame for Pinoys’ poor test score – DepEd. The Philippine Star.

Mohamed, R. H., Khalil, I. A., & Awaji, B. M. (2023). Mathematics teachers’ awareness of effective teaching practices: A comparative study. EURASIA Journal of Mathematics, Science and Technology Education, 19(2), em2230. https://doi.org/10.29333/ejmste/12962

Nguyen, T., Netto, C. L. M., Wilkins, J. F., Bröker, P., Vargas, E. E., Sealfon, C. D., Puthipiroj, P., Li, K. S., Bowler, J. E., Hinson, H. R., Pujar, M., & Stein, G. M. (2021). Insights into students’ experiences and perceptions of remote learning methods: From the COVID 19 pandemic to best practice for the future. Frontiers in Education, 6, 91. https://doi.org/10.3389/feduc.2021.647986

Ní Shé, C., Ní Fhloinn, E., & Mac an Bhaird, C. (2023a). Student engagement with technology-enhanced resources in mathematics in higher education: A review. Mathematics, 11(3), 787. https://doi.org/10.3390/math11030787

Ní Shé, C., Ní Fhloinn, E., & Mac an Bhaird, C. (2023b). TeRMEd: A framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics. Journal of Research on Technology in Education, 1–21. https://doi.org/10.1080/15391523.2023.2267698

Quan, Z., Grant, L., Hocking, D., & Connor, A. (2022). Distinctive mobile learning: Where it is different and how it can make a difference. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2022.2086267

Rodgers, E., D’Agostino, J., Berenbon, R., Mikita, C., Winkler, C., & Wright, M. E. (2022). Teachers’ beliefs and their students’ progress in professional development. Journal of Teacher Education, 73(4), 381–396. https://doi.org/10.1177/00224871211031890

Sá, M. J., Santos, A. I., Serpa, S., & Ferreira, C. M. (2021). Digitainability—Digital competences post-COVID-19 for a sustainable society. Sustainability, 13(17), 9564. https://doi.org/10.3390/su13179564

Starks, A. C., & Reich, S. M. (2023). What about special ed? Barriers and enablers for teaching with technology in special education. Computers & Education: X Reality, 14, 100116. https://doi.org/10.1016/j.caeo.2023.100116

Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self efficacy, and practices. ZDM – Mathematics Education, 52(7), 1411–1422. https://doi.org/10.1007/s11858-020-01158-6

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31(1), 232–243. https://doi.org/10.1080/10494820.2020.1770801

Watanapokakul, S. (2024). Enhancing active grammar learning in a synchronous online EFL undergraduate classroom: Development and assessment of the LPCR online instructional model. rEFLections, 31(3), 990–1022. https://doi.org/10.61508/refl.v31i3.276044

Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, 29(14), 18817–18838. https://doi.org/10.1007/s10639-024-12614-1

Zhang, W. (2022). The role of technology based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13, Article 910315. https://doi.org/10.3389/fpsyg.2022.910315

Downloads

Published

2025-10-30

Issue

Vol. 24 No. 10 (2025): October 2025

Section

Articles

License

Copyright (c) 2025 Wilson Decina Castañeda Jr, Robert Jay Naigar Angco, Maria Rowena Subsuban Lobrigas, Baby Ann Damgo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).