Abstract
This study explores the effectiveness of technology-based instructional strategies in high school mathematics following teachers' participation in professional development PD programs. It utilizes the Technology Acceptance Model TAM and Kirkpatrick’s Four-Level Evaluation Model to examine how PD programs influence teachers' attitudes, instructional practices, and student performance in mathematics. The research identifies the factors that contribute to the successful integration of technology in classrooms and assesses the impact of these strategies on student learning outcomes. Findings highlight that well-structured PD programs that focus on both technical and pedagogical skills significantly enhance teaching practices and improve student engagement and achievement in mathematics. The study provides insights into designing more effective PD programs for educators in the digital age, emphasizing the connection between professional development and measurable classroom performance.
