My professional career has a high impact in mathematics and technology. Prior to Texas A&M University, I was a high school mathematics teacher. As such, my teaching and research agenda generally align at the intersection of technology integration, student use of technology, and social-emotional learning within mathematics classrooms. First, I examine self-beliefs such as attitudes about technology, values beliefs about technology and similar self-perceptions such as self-efficacy more contextualized. In this research, I am curious how self beliefs influence whether and to what extent teachers integrate technology or students use technology. Second, I explore how various self-efficacy beliefs influence mathematics achievement among the at-risk online charter high school populations. Although the link between at-risk factors and performance has been readily studied, understanding the unique contribution of self-efficacy and self-regulated learning among these students is still underdeveloped.
This research bridges across the K-12 student and teacher landscape, using primarily quantitative research methodologies.
I serve as the program coordinator of Undergraduate Peer Mentors in Technology within the Department of Teaching, Learning, and Culture.