where they evaluated the features of various pre K-12 mathematics instructional software and websites, and designed technology-based mathematics lessons. The training sessions promoted the pre-service teachers’ awareness of, appreciation for, and confidence in their ability to analyze, select, and craft technology-based mathematics lessons. The teachers were asked to design a lesson plan that incorporated technology into their lessons using the criteria that was suggested.
Findings show that when computers are properly used the can improve student mathematics achievement as well as enhance learning throughout the school. They also state that using technology in the classroom has higher student achievement, self concept,attitude, and teacher-student interaction. Even though studies have shown this improvement and positiveness of using technology, many are finding little teacher use technology because of their lack of training. Throughout the training sessions they also investigated using websites and software that could be incorporated into their math lessons. Some things that the teachers thought were useful were: if they contained manipulative's, visual displays and multiple representations would help with conceptual development, while those that engaged students in real life situations were best used for problem solving and practical applications. So again depending on what the site or software was used for would depend on what they wanted to cover.
After the training sessions they asked for the teachers response's of what they thought was positive or negative about incorporating technology into their math lessons. 94% thought of it as a positive, and the only negative was when they couldn't get it to work successfully. 86% said the viewed software and websites as great tools that can promote best practices and provide great content information. Many were very motivational as well. “Instructional technology can enhance the mathematics learning environment by providing visual demonstrations,interdisciplinary connections, and practical applications,” “Teachers don’t have to hunt for information about math topics,” “Software and websites can readily give teachers the information they need to understand the topics they teach,” and“Instructional technology helps the teacher bring mathematics to life with real-world connections.” 57% of them said that they were now more aware of the use of technology and how it can conceptualize and apply mathematics.
Overall this study was done to help people see that technology is a great tool used to help teach math, but that it does require teachers to have efficient and in depth training of how to do this. It will have a positive result, and has potential to open doors that have not been opened before.
Mistretta, R.M. (2005).Integrating Technology Into The Mathematics Classroom:The Role of Teacher Preparation Programs. The Mathematics Teacher, 15(1), 18-24
The article about the pre-service teachers review educational software and creating tech based lessons was pretty enlightening. Shouldn't teachers be the ones who review educational software/websites anyways? That to me seems like common sense. Websites and software should have to go through a slew of teachers and if it they give it the thumbs it, then is probably is suitable for the classroom. As for how they felt about creating lessons, I don't think that teachers get all of the training they need with technology and if more teachers were presented with an opportunity like this study, we would have a lot more teachers using technology everyday in their classrooms. Good stuff.
ReplyDeleteMatt Rogers
This article was interesting. I think that if we are expected to use technology in our classrooms, then we should be trained on these technologies. It's interesting to see that technology use in the classroom can enhance student achievement, but basically, teachers need to know what they're doing. I know that I'm hoping to increase my knowledge of technology through other classes and more professional development.
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