Reflections on a Course Designed to Encourage Technology Integration in Secondary School Mathematics

Reflections on a Course Designed to Encourage Technology Integration in Secondary School Mathematics

Gladis Kersaint (University of South Florida, USA)
Copyright: © 2010 |Pages: 18
DOI: 10.4018/978-1-61520-897-5.ch016
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Mathematics education is used as a context to demonstrate the types of learning experiences that can be provided to preservice secondary mathematics teachers as part of a teacher education program to encourage technology integration. Specifically, the author reflects on the design, development, and implementation of a mathematics-specific technology course and considers the extent to which this course provides prospective teachers experiences to achieve the goals identified in the Mathematics TPACK (Technological Pedagogical Content Knowledge) Framework developed by the Association of Mathematics Teacher Educators. In its current form, the course addresses most of the identified guidelines; however, after reflecting on the extent to which this course might satisfy all of the indicators, the author concludes that a single course on technology integration is not sufficient. Technology integration should be considered a programmatic teacher education goal across multiple courses, both content and pedagogy.
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Recommendations For Technology-Use In Education

Teachers play a significant role in determining whether to use technology, how that technology is used, and in designing technology-enriched learning experiences for learners. Because of this, several organizations have developed standards, principles, position statements, or frameworks that encourage the use of technology to support students’ learning. Addressing education broadly, the International Society for Technology in Education (ISTE) (2008b) released the next generation National Educational Technology Standards for Teachers (NETS•T) that encourages the use of technology to support learning and teaching of all subject matter. The NETS•T encourages teachers to use the National Educational Technology Standards for Students (NETS•S) (ISTE, 2008a) as they design, implement, and assess learning experiences to support students’ learning. According to ISTE (2008b), teachers are expected to:

  • Facilitate and Inspire Student Learning and Creativity: Teachers engage students in a variety of learning experiences that engage them in authentic problem solving.

  • Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design learning experiences that incorporate 21st Century digital tools in ways that promote student learning and are assessed in meaningful ways.

  • Model Digital-Age Learning Experiences and Assessments: Teachers use and learn to use emergent technology to support their daily activity, the design of instruction, and communication with students, parents, and the broader community.

  • Model Digital-Age Work and Learning: Teachers use their knowledge of current technology and emergent technology to communicate and collaborate with peers, parents, and others. In addition, they are able to use digital tools to identify and evaluate resources with potential to support students’ learning.

  • Promote and Model Digital Citizenship and Responsibility: Teachers use and teach students how to use technology in responsible ways, address the needs of a diverse student population, and promote socially responsible interactions.

  • Engage in Professional Growth and Leadership: Teachers function as lifelong learners of technology and of ways to use technology effectively to support teaching and learning.

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