ERIC EJ948684: Implementation of Technology in an Elementary Mathematics Lesson: The Experiences of Pre-Service Teachers at One University

2010·0.44 MB·English

by  ERIC

Implementation of Technology in an
Elementary Mathematics Lesson: The
Experiences of Pre-Service Teachers at One
University
Julie Herron: University of Alabama, Tuscaloosa
This study examined pre-service teachers’ responses to implementing technology into elementary
mathematics lessons. Instructional Architect (IA) was the web-base technology used by the pre-
service teachers. Four themes emerged from the data: (a) insights into technology, (b) struggles
with technology, (c) access to the mathematics and (d) learning communities. Pre-service
teachers reported both positive and negative experiences with technology in the classroom. This
study provides a better understanding of how pre-service teachers think about using technology
in a mathematics lesson which can help to inform teacher education programs on how to support
technology integration in elementary mathematics.
The ability to integrate technology in the Teacher education programs have a duty
mathematics classroom is essential for future to prepare future teachers to effectively use
elementary teachers as they enter the field being technology in mathematics instruction. The
required to be able to prepare students for a NCTM Position Paper on Technology (2003)
technologically advanced society. “How teachers states, “Mathematics teacher preparation
learned subject matter is not necessarily the way programs must insure all mathematics teachers
their student will need to be taught in the 21st and teacher candidates have opportunities to
century” (Niess, 2005, p. 509). When examining acquire the knowledge and experiences needed
the use of technology in education, the idea to incorporate technology in the teaching and
of how teachers learn is important for teacher learning of mathematics” (p. 2). While NCTM
education programs to consider. The National makes recommendations about technology
Council of Teachers of Mathematics (NCTM) preparation, Smith and Shotsberger’s (2001)
technology principle states, “Technology is work revealed that most pre-service teachers do
essential in teaching and learning mathematics; not feel prepared to teach mathematics using
it influences mathematics that is taught and technology. Similarly, Carson and Gooden
enhances students’ learning” (NCTM, 2000, (1999) reported that many pre-service teachers
p. 24). Teacher education programs need to feel that they are not prepared to teach using
find ways to provide future educators plenty of technology after they graduate. “To counter this
opportunities to use and integrate technology in reported lack of preparation, teacher educators
mathematics teaching prior to entrance into the must study and examine models of effective
field (American Council of Education, 1999). technology integration in teacher education
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 22
programs” (Timmerman 2004, p. 410). Building was required to make an IA project for the five
upon Timmerman’s suggestion, this study mathematics content standards (numbers and
examined pre-service teachers’ responses to operation, geometry, algebra, data analysis/
the implementation of Instructional Architect probability, and measurement) for the grade
(IA), a free online software tool created in level for which they were working in their field
the Department of Technology at Utah State placement. Students picked one IA project from
University in their field placement during the the five that they created to include in their
math methods semester. mathematics lesson. Once students had taught
their mathematics lesson with the IA project,
Instructional Architect they wrote a reflection paper that answered the
three following questions: (1) How did you feel
The main reason for examining the IA was about the overall experience of implementing
the ease of the technology. Instructional Architect technology into a mathematics lesson? (2)
(fig 1.) allows teachers to do several things. What did you learn as you implemented a
First, pre-service teachers can find high-quality math lesson with technology? (3) How can
resources that are relevant and applicable to you use technology, such as IA, in your future
their students. Second, pre-service teachers can mathematics teaching?
quickly and easily create web pages that provide
instructions for each on-line activity (fig. 2). Methods
Basic technology skills such as copy and paste
are all a pre-service teacher needs to make an IA This qualitative study collected data from
project. Next, Utah State houses the web pages two semesters of math methods courses. There
for the pre-service teachers; therefore, they don’t were 125 pre-service teachers’ reflection papers
have to worry about storing the web pages on the from the two semesters of courses that were
classroom computers, and they can access the IA analyzed for common themes. The emerging
from any computer. Lastly, pre-service teachers themes from the data were (a) insights into
have a log-in that is specifically for their students. technology, (b) struggles with technology, (c)
Once logged-in the students are taken directly access to the mathematics, and (d) learning
to the webpage created by their teacher (fig. 3). communities. These four themes describe the pre-
There is no need to spend time typing in long and service teachers’ experiences with implementing
cumbersome website addresses. When a student technology in a mathematics lesson. Many of the
is on the IA home page for their teacher, all they students had similar responses, sentiments, and
need to do is read the instructions, click on the experiences with this assignment. The analysis
links, and work at their own pace. of this data provides insight to how this group of
pre-service teachers felt about the implementation
The Assignment of technology in mathematics lesson.
This assignment was given to pre-service Insights into Technology
teachers in the math methods course during
the 2007-2008 school year. This course is in The first theme that emerged from the
the second semester of the elementary teacher pre-service teachers’ responses was their insights
education program. There are two more semesters to working with technology in the classroom.
of coursework that are needed to complete the During the university class when the pre-service
teacher certification program at this university. teachers learned how to create the IA projects, it
Pre-service teachers were given the assignment was evident that all of the pre-service teachers
to teach a math lesson using the IA. Each student were very familiar with the internet and how
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 23
to use it. One pre-service teacher explained, everywhere in our lives,” stated one pre-service
“This assignment made me realize how much the teacher. This explanation is important for those
internet can be useful for teachers and students. who work in teacher education programs. Many
There are a lot of great resources for teaching of pre-service teachers have assumptions about
math that I didn’t realize were out there until technology based on their life experiences.
I did this project.” These feelings about the
internet were reported by many students. They The assumptions about school technology
were amazed how the internet could be used for were supported by another pre-service teacher
teaching. “I found myself, many times, playing who stated, “As the students began to get online,
the math games on the websites and completely I immediately noticed that because so many
enjoying it. Who would have thought that I would students were using the internet at the same time,
have had so much fun in creating an assignment it took a very long time for the pages to load. I
for class?” stated one pre-service teacher. The didn’t realize that the computers at the school
realization of how the internet can be a useful were going to be so slow.” The struggle with
tool to pre-service teachers appeared in the data technology was further supported by another
multiple times. pre-service teacher who wrote, “Because of the
numerous filters on school computers, many of
Beyond the internet, pre-service teachers the links did not work. I did not realize that the
wrote about how technology can be beneficial school district had so many filters that blocked
for mathematics learning. “Technology can educational links.” The difficulties with school
be used as a valuable tool in reinforcing math district filters and speed of the internet was
lesson,” stated one pre-service teacher. By reported by many pre-service teachers. The
understanding the amount of resources available implementation of technology was not as easy as
for teaching mathematics and that these resources some of the pre-service teachers thought it would
can reinforce classroom mathematics instruction, be.
pre-service teachers are on the road to building
pedagogical understanding of mathematics in the While many of the pre-service teachers
elementary classroom. reported difficulty with the technologies available
in the schools and classrooms, there some pre-
Struggles with Technology service teachers that discussed their students’
technology skills. “I was surprised that some of
The second theme that was present in the pre- the students lack basic technology skills such
service teachers’ responses was their struggles as using the mouse. I just thought all kids knew
with technology. Many pre-service teachers how to use a computer. I learned quickly that is
reported that they were surprise at the technology not the case” wrote one pre-service teacher. The
available in the schools. The pre-service teachers pre-service teachers’ struggles with technology
admitted to having a certain expectation level of appear to be based on their assumptions about
technology that would be available for them to the technology in schools, as well as students’
use in a mathematics lesson. For some, it was a technological ability levels. The pre-service
real shock. “I have learned to not fully rely on teachers in current education programs have
technology and always have a backup because grown up with technology at their finger tips, and
things happen with technology in classrooms. this has influenced their perceptions of technology
This is a hard concept for my generation to in schools.
understand because we have grown up using
computers, playing videogames, and now we can
do it all on our cell phones. We have technology
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 24
Access to the Mathematics Beginning to think about technology in terms
of pedagogy is important for pre-service
The third theme that emerged from the data teachers as they face teaching in an ever
was that technology can help provide access changing technological society.
to the mathematics that is being taught in the Under this umbrella of providing access to
classroom. One pre-service teacher in a first mathematics for students, some of the pre-service
grade reported, “It was nice having both simple teachers discussed technology as a manipulative.
and more complex pattern activities because the “I have always thought manipulatives were most
students could choose to work with whichever important in math, and now I have learned and
one they were more comfortable with. It experienced a new way of using manipulatives.
allowed the lowest and highest students to learn Virtual manipulatives allow the students to
similar things and both are highly motivated.” broaden their thinking by using a concrete
The understanding that technology can be an concept of learning. While I was observing the
avenue to provide access to all students in the students, I noticed many of them making real life
mathematics classroom helps pre-service teachers connections and relating back to prior knowledge.
to build their mathematics pedagogy. This shows me manipulatives like IA web pages
and other virtual manipulatives, really work.”
Other pre-service teachers describe how This is an interesting, yet important way of
technology provides access to mathematics in a viewing technology in mathematics instruction.
pedagogical sense. The following description of
one pre-service teacher’s experience demonstrates Learning Communities
her shifting thinking about the use of technology
in mathematics instruction. The development of learning communities
related to the implementation of technology was
The math instruction in my third grade the final theme that came from the pre-service
class is very traditional and they “don’t teacher data. In many of the classrooms students
get to use technology as they learn.” As are expected to discuss their mathematical
she was teaching her math lesson using thinking. One pre-service teacher describes
technology, she noticed that the students the learning environment in her second grade
were engaged, discussing mathematics, and classroom.
able to discuss the following day what they
had learning during her lesson. “I was very After students record the answer to their work
surprised by the students’ recall of my lesson. problem in their math journals, they meet
When I asked them what was different, on the rug to discuss their answers and how
one boy replied, “the computer helped me they solved the problem. I like this because
to understand what you were saying.” I it allows other students to see different ways
now understand how technology can be an of solving a math problem. With IA activity,
instructional strategy. students not only shared what they learned
with each other, but they did it without being
Other pre-service teachers had similar guided to do so.
experiences and shifts in their thinking about
the use of technology in math lesson. Another This pre-service teacher was not alone in her
pre-service teacher stated, “Not only did reporting of students engaging in on-task
using IA bring a change of attitude in the discussions about mathematics. Another pre-
kids; it brought a change of attitude towards service teacher observed that when the students
my methods of teaching mathematics.” worked on the IA projects, “they talked with the
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 25
person next to them and had good conversations that pre-service teachers don’t feel prepared to
pertaining to the material that they were use technology in their mathematics teaching
learning.” Getting children to discuss their (Carlson & Gooden, 1999; Smith & Shotsberger,
mathematical thinking is not an easy task. The 2000). These pre-service teachers reported having
use of technology is another method for engaging assumptions about the technology in classrooms.
in learning. “As students were working on the They expected a fast, high-quality technology
IA project they were able to interact with each and were surprised when the technology in their
other and with myself, and I felt like they were field placement was not what they expected. So
really learning” reported a pre-service teacher the question arises: Do pre-service teachers feel
who was in a fourth grade classroom. Developing unprepared because of the assumptions they have
a mathematical learning community can be about the availability of technology in schools or
a very daunting task, especially for novice do pre-service teachers feel unprepared to teach
teachers. It seems that for some of the pre-service mathematics using technology because of the
teachers that the implementation of technology comfort level with technology? The responses
into a mathematics lesson was an impetus for from the pre-service teachers in this study suggest
mathematical discussions. that research needs to investigate further about
the assumptions pre-service teachers have about
Discussion technology and how these assumptions impact the
implementation of technology in the classroom.
The implementation of technology into a
mathematics lesson can be an intimidating task As a math educator, it was very interesting
for many teachers. The pre-service teachers in how many of the pre-service teachers viewed
this study had a wide variety of experiences technology as a one way to provide access to
with this assignment. The key themes the pre- mathematics learning. The understanding that
service teachers discussed in their reflections technology can be a vehicle for gaining entry into
were insights into technology, struggles with mathematical learning is important because pre-
technology, access to mathematics, and learning service teachers are developing their mathematics
communities. These themes have important pedagogy. “An effective way to prepare pre-
implications for teacher education programs. service teachers to use technology in mathematics
The pre-service teachers insights into technology is to prepare them to utilize technology for
were really “ah-ha” moments for these future student use as a tool” (Kurz, Middleton, Yanik,
educators. Timmerman states, “prospective 2003, p.313). The implementation of IA in a
teachers need course experiences that incorporate mathematics lesson provides the type of learning
educational technology for classroom teaching experience described by Kurz et al. Building on
in meaningful ways” (2004, p. 410). For the the idea that technology is another strategy to help
pre-service teachers in this study found the students have access to mathematical concepts;
implementing of the IA projects was meaningful the pre-service teachers gained a broader
in both positive and negative ways. Since these understanding of instructional strategies that are
pre-service teachers were early in their teacher available in the mathematics classroom.
education program, it is promising that they have
these realizations about technology and what is The development of mathematics
available to them as educators. learning communities using technology as
a catalyst for discussion was a surprise in
One of the most important finding in this the data. Using Pirie and Schwarzenberger’s
study was the pre-service teachers’ struggles definition of discourse, “purposeful talk
with technology in the classroom. Research tells on a mathematics subject in which there
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 26
are genuine contributions and interactions” Kurz, T., Middleton, J., & Yanik, H. B. (2004)
(1988, p. 460) some of the pre-service Pre-service teachers’ conceptions of
teachers in this study had firsthand experience mathematics-based software. Proceedings of
of mathematical discourse come to life in the 28th Conference on the International
their lessons. The integration of technology Group for the Psychology of Mathematics
into a mathematics lesson allowed for Education (3), 313-320. Bergen, Norway.
some of the pre-service teachers to see how National Council of Teachers of Mathematics.
discourse can happen in the math classroom. (2003). The use of technology in the learning
and teaching of mathematics. Reston, VA:
While this assignment is only the beginning National Council of Teachers of Mathematics.
of the pre-service teachers’ understanding National Council of Teachers of Mathematics.
of the implications of technology use in the (2000). Principles and standards for school
mathematics classroom, overall it was a learning mathematics. Reston, VA: NCTM.
experience, either positive or negative, for all Niess, M. (2005) Preparing teachers to teach
of the pre-service teachers. “Computers are science and mathematics with technology:
essential tools for teaching, learning, and doing Developing a technology pedagogical content
mathematics” (NCTM, 2000, p.24). Teacher knowledge. Teaching and Teacher Education
education programs need to examine methods 2, 509-523.
that allow for elementary pre-service teachers to Pirie, S. E. B., & Schwarzenberger, R. L.
gain the knowledge necessary for implementing E. (1988). Mathematical discussions and
technology into the mathematics classroom. The mathematical understanding. Educational
Instructional Architect assignment examined one Studies in Mathematics 19 (4), 459-470.
method of technology integration in mathematics, Smith, K., & Shotsberger, P.G., (2001). Web-based
although future research needs to be done to teacher education: Improving communication
examine more methods of technology integration. and professional knowledge in preservice and
This is just the beginning for teacher education inservice teacher training. Retrieved from
programs to understand what is necessary to ERIC database. (ED459161)
provide future teachers with the skills for strong Timmerman, M. (2004). Using the internet: Are
technology implementation in the elementary prospective teachers prepared to teach with
mathematics classroom. technology? Teaching Children Mathematics
10(9), 410-415.
References
Author’s Note
American Council of Education. (1999). To touch
the future: Transforming the way teachers
are taught: An Action agenda for college and Dr. Julie Herron, assistant professor, teaches
university presidents. Washington, DC. elementary math methods at the University of
Carlson, R. D., & Gooden, J. S. (1999). Are Alabama. Her research interests include the use
teacher preparation programs modeling of technology in math methods courses and early
technology use for pre-service teachers? ERS childhood mathematics.
Spectrum 17(3), 11-15.
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 27
Figures
Figure 1. Instructional Architect Homepage.
Figure 2. IA project for second grade addition practice.
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 28
Figure 3. IA page for fourth grade multiplication game
SRATE Journal Winter 2009-2010, Vol. 19, Number 1 Page 29