An Evaluation of Technology Integration in Teaching Statistics: A Multivariate Survey Analysis

Integrating Technology In Teaching Statistics

The advent of technology and its widespread use in the 21^st century warranted the need to integrate technology in teaching and learning in Neiss (2005). This reform radically affects what we teach and alters our methods of teaching. In 2005, Thomas and Hong (as cited in Neiss, 2005) developed a teaching framework namely pedagogical technology knowledge (PTK), later named as TPCK. This framework acknowledges the use of technology as an important instrument for teaching and asserts the role of technology in linking the subject matter with teaching (Neis, 2005). Figure 1 illustrates the framework of technology, pedagogy, content and knowledge and the dynamics among these as conceived in TPACK. Integration of technology in teaching and learning is about ensuring effective pedagogy. In the case of teaching Statistics too, a substantial change can create strong synergies between technology, pedagogy, and content (Moore, 1997; Velleman, 1995). According to Moore (1997) requiring students to work in groups and discussing their work orally and in writing, using various diagnostic tools to analyze data, and computer-intensive statistical practice facilitates student learning.

Figure 1.

The Venn diagram of TPACK