Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms

Goos, Merrilyn and Bennison, Anne (2008) Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20 3: 102-130. doi:10.1007/BF03217532

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Author Goos, Merrilyn
Bennison, Anne
Title Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms
Journal name Mathematics Education Research Journal   Check publisher's open access policy
ISSN 1033-2170
Publication date 2008-12
Sub-type Article (original research)
DOI 10.1007/BF03217532
Volume 20
Issue 3
Start page 102
End page 130
Total pages 31
Editor R. Jorgensen
Place of publication Sydney, NSW
Publisher Mathematics Education Research Group of Australasia (MERGA)
Collection year 2009
Language eng
Subject 13 Education
93 Education and Training
C1
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 article 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. [Author abstract]
Q-Index Code C1
Q-Index Status Confirmed Code

 
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Created: Thu, 16 Apr 2009, 10:03:41 EST by Rebecca Donohoe on behalf of School of Education