Surveying the Technology Landscape: Teachers' Use of Technology in Secondary Mathematics Classrooms

Autor/inn/en	Goos, Merrilyn; Bennison, Anne
Titel	Surveying the Technology Landscape: Teachers' Use of Technology in Secondary Mathematics Classrooms
Quelle	In: Mathematics Education Research Journal, 20 (2008) 3, S.102-130 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Secondary School Mathematics; Mathematics Instruction; Mathematics Teachers; Faculty Development; Graphing Calculators; Mathematical Concepts; Pedagogical Content Knowledge; Teaching Methods; Computer Uses in Education; Internet; Foreign Countries; Knowledge Base for Teaching; Access to Computers; Teacher Attitudes; Planning; Technology Integration; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Grafischer Taschenrechner; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Ablaufplanung; Planungsprozess; Australien
Abstract	For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This paper reports on a survey of mathematics teachers' use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers' pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts. (Contains 10 tables.) (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: merj@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10