This presentation will discuss the following three sections. In the first section I will discuss…..In Second section I will present -
INTRODUCTION I will now begin by providing a brief background to this study. Research indicates that Computing knowledge is now regarded as the kind of high-status knowledge that really taps a student into the grid of twenty first-century opportunities (Margolis, 2008). Also, it has been shown that a high percentage of the minority population are being denied educational and occupational opportunities because of lack of access to computer technology (Margolis, 2008). This is happening when the politicians and policy makers are worried about the decline in interest and expertise in mathematics and science in the United States, fearful that America is losing its innovative edge. AND the NCTM, in their Principles and Standards for school mathematics (1998), has called technology integration essential. The NAEP 2005 mathematics assessment revealed that while there were general improvements in mathematics scores for 4 th graders, minority achievement (Latinos and Blacks) was below basic in the 8 th grade. In fact, 48% and 58% scored below basic, only 13% and 9% of minority students scored proficient at the 8th grade level and only 1% was advanced in the 12 th grade. I am aware of the fact that urban schools enrolled 65% of minority students in America and urban fringe cities enrollment is 37% minority. That means that lack of access to computers for urban students affects the minority population disproportionately. Because technology use has been shown to affect mathematics literacy, it is important to investigate access to technology for instructional integration in mathematics in urban schools. NEXT SLIDE
According to USDE, Technology Integration refers to… READ DEFINITION.
Few studies have addressed the issues of technology integration, professional development and teacher experience in general (Grove, Strudler & Odell, 2004, & Wenglinsky, 1998). Although researchers have shown that teachers who have access to computers and have the knowledge to use them are more likely to use technology in their classrooms (Becker, 2000). AND Hardy (2006) has reported a link between technology education of mathematics teachers and how they teach with technology. Not much information is available on technology integration in urban mathematics classrooms . It is likely that findings from this study about teacher professional development in technology can help to improve levels of mathematics instruction with technology. READ SIGNIFICANCE The significance of this issue relates to how urban schools can address mathematics instruction by training teachers how to effectively incorporate computer technology as a component of their instructional strategy. NEXT SLIDE
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From the constructivist view there are three main principles in the construction of knowledge by learners. The first is, 1) Exploration: which is considered the overarching principle of instruction; learners construct knowledge through exploratory actions which will lead them to develop critical and independent thinking skills and deeper understandings of content "For educators, the basic implication is clear: If an objective of education is to enhance the acquisition of knowledge, educational methods must be based on active exploration" (Wadsworth, 1996, p. 150). 2) Intellectual autonomy …..For constructivist educators this places learners in charge of their own learning and professional growth (Wadsworth, 1996). This autonomy in thinking is critical for teachers, as these are the skills that are required to guide their own students to develop awareness and autonomy to learn independently (Lane, 2007). Finally, Motivation is the third important principle of constructivist educators the recognition of curiosity of the learner determine how to use it in a valid way (Lane, 2007). Motivation is often driven by “Cognitive conflicts” often generated by social interactions and collaboration with others. NEXT SLIDE
Researchers have shown that teachers who have access to computers and have the knowledge to use them are more likely to use technology in their classrooms (Becker, 2000). However, few studies have addressed the issue of professional development in technology integration for novice teachers (Grove, Strudler & Odell, 2004). Although studies have indicated a link between technology education of mathematics teachers and how they teach with technology Hardy ( 2006) There is a limited number of research that focus on how mathematics teachers use technology in their instruction (Lin, 2008). The combination of teacher access to technology for mathematics instruction and limited knowledge about type of uses in mathematics instruction calls for more studies in technology integration in urban schools. This study is significant to practitioners, because it will provide insights into how urban teachers are using technology in mathematics instruction. The findings will add to the current research base that suggests that teacher professional development in technology can help to improve levels of mathematics instruction with technology (Wenglinsky, 1998). QUICKLY REVIEW AND MOVE TO NEXT SLIDE
Population was 4000 teachers K-12 classroom teachers Identified predictor variable of technology use and relationship between access and use of Technology. Only 1.4% used it extensively for curricular purposes 1/3 had only shared access and of these only 28% had access only once per week. The research shows that Teachers use of technology use for curricular purposes is dependent on access. Population was 94 high school mathematics teachers Presented pro and cons to computer integration in Mathematics Computers can improve the learning of mathematics but… teachers did not benefit from integration because they did not feel "safe" with instructional mode and integration may change their traditional role in the classroom. The research shows that Knowing how to integrate computers effectively can help mathematics teachers cope with their concerns about integration and mathematics learning. Population was 2,156 teachers Surveyed support, preparation, confidence, comfort and attitude toward technology Only 24% of math teachers used computers as a research tool and only 20% of middle and high school math teachers used computers as a problem solving tool. The research shows that Instructional integration of technology as a tool to help develop critical problem solving skills lags far behind in secondary classrooms
The following questions were used in this study…READ EACH QUESTION . NEXT SLIDE
The methodology section, presents the research design, participants, present information on the instrument, research procedures and the data analysis of this study. NEXT SLIDE
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In this section, I will present the results from the descriptive, correlational and, the inferential statistics.
The results showed seven positive correlations and three negative correlations. Explain the difference in negative and positive correlations . The r-value indicated that the combination of subject matter use of computers can significantly influence the use of computers for problem solving. Adjusted R 2 of .29 means that 29% of the variance in the use of computer use for problem solving is related to the use of computers for instruction. Although there were other correlations, they were not significant.
The study did not find a link between technology use in subject matter and the year of experience in teaching. Becker (2000) suggested that teachers who engaged in more computer work during class tend to be more constructivist than non-using teachers. Christensen (2002 ) suggested that teacher attitude may have a more direct effect on teacher use. Further research is needed to determine if there is in fact any direct link between teacher experience and technology use in urban public secondary schools.
Teachers who participated in professional development in technology integration were more likely to use computers in mathematics instruction.
When computers were available to teachers in their classrooms, teachers reported more frequent uses of computer technology in mathematics instruction. Although some teachers had no access to computers, they were able to use computers at least once in 2 weeks with their students, meaning that these teachers may have been taking their classes to a computer lab or media center at least once in 2 weeks for instruction.
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