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Technology Integration in Mathematics Instruction in Urban Public Schools

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    Notes on slide 1

    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

    READ SLIDE QUICKLY…

    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

    REVIEW QUICKLY AND MOVE TO NEXT SLIDE…

    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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    Technology Integration in Mathematics Instruction in Urban Public Schools - Presentation Transcript

    1. An Examination of Factors that Impact Technology Integration in Urban Public Secondary Mathematic Classrooms Dr. Phyllis Harvey-Buschel March, 2009
    2. PRESENTATION OUTLINE
      • Methodology
      • Research Design
      • Methods of Data Analysis
      • Results
      • Descriptive Summary
      • Correlations
      • Findings
      • Implications
      • Limitations
      • Conclusions
      • Introduction
      • Technology Integration
      • Background to Problem
      • Problem
      • Theoretical Framework
      • Significance of the Study
      • Foundation Studies
      • Research Questions
      • INTRODUCTION
    4. Technology Integration
      • The incorporation of technology resources and technology-based practices into the daily instructional routines and students activities in the classrooms.
      • Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure.
      • Practices include collaborative work and communication, Internet-based research, remote access to instrumentation, network-based transmission and retrieval of data, and other methods.
      • (USDE, 2005)
    5. Background to Problem
      • Limited research on use of technology by mathematics teachers in public urban secondary schools.
      • Limited research on the usefulness of teacher professional development for technology integration by mathematics teachers in urban public secondary schools.
      • The significance of the issue is how to provide professional development that will improve teachers' ability to incorporate technology as an effective instructional tool in mathematics.
    6. Problem
      • The problem explored in this study was whether access to technology had an impact on technology integration in mathematics instruction in urban public secondary schools.
    7. Theoretical Framework
    8. Significance of the Study
      • Extend the limited research base on use of technology in mathematics instruction.
      • Provide education leaders with useful information about professional development for technology integration in mathematics instruction.
      • Provide policy makers with relevant information on technology access in mathematics classrooms in urban secondary schools.
    9. Foundation Studies
      • Hazzan, O. (2003). Prospective high school mathematics teachers’ attitudes toward integrating computers in their future teaching. Journal of Research on Technology in Education , 35 (2), 213-225.
      • Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-Scale research study on technology in K-12 school: Technology integration as it relates to the national technology standards. Journal of Research on Technology in Education, 35 (4), 489-508.
      • Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: Snapshot survey of educational technology in K-12. Journal of Research on Technology in Education , 36 (1), 15-27.
    10. Research Questions
      • Q1: How does teacher experience, professional development and availability of computers impact technology use in mathematics instruction in urban public secondary schools?
      • Q2: How does use of technology in instruction differ among teachers in urban public secondary mathematics classrooms?
      • Q3: How does technology integration in mathematics instruction differ among teachers who participate in professional development and teachers who do not?
      • Q4: Does access to technology influence instructional activities in mathematics in urban public secondary classrooms?
      • METHODOLOGY
    12. Research Design and Population
      • Research Design
        • A Quantitative, non-experimental, causal-comparative design.
        • NCES Currently available public use data from Schools and Staffing Survey (SASS).
        • Instrument: Public School Teacher Questionnaire, (using 5 items in 2 sections)
      • Target Population
        • Urban Public Secondary Mathematics Teachers
          • 3654 teachers
    13. Methods of Data Analysis
      • Descriptive Statistics － Frequencies and Percentages
      • Correlation -To determine whether relationships existed among the variables.
      • Kruskal-Wallis One-way ANOVA (KW) - To determine if there were differences between access and technology integration in mathematics instruction.
      • Mann Whitney U-test - Used as Post-Hoc test of significance
      • Alpha level of 0.05 was used for statistical significance.
      • RESULTS
    15. Descriptive Analysis Summary
      • Variable Percentages
      • Teacher Experience Novice Veterans
      • 20 56
      • No Use of computers for Instruction 17.8 19.1
      • No Use of computers for Problem Solving 30.8 26.4
      • Professional Development Participated Did Not Participate
      • 67 33
      • No Use of computers for Instruction 17.5 26
      • No Use of computers for Problem Solving 26 34
      • Availability of computers Yes No (0 or 1)
      • 64 36
    16. Spearman rho Correlations for Access to Computers and Integration in Instruction
      • Variables r-coefficients
      • Teacher Experience
      • Computers in the classroom .026
      • Professional Development -.085
      • Subject Matter .025
      • Problem Solving .056
      • Computers in the Classroom
      • Professional Development .012
      • Subject Matter .206
      • Problem Solving .119
      • Professional Development
      • Subject Matter -.074
      • Problem Solving -.077
      • Subject Matter
      • Problem Solving . 54*
      • Adjusted R 2 .29
    17. Teacher Experience
    18. Professional Development
    19. Access to Computers
    20. Findings
      • Years of teaching experience did not impact use of technology in mathematics instruction.
      • Teachers who received professional development in technology were more likely to use technology in instruction and for higher order thinking activities.
      • Technology access in mathematics classrooms resulted in higher frequency of use for instruction and for higher order thinking activities.
    21. Implications for Urban School Districts
      • Sc hool districts should require that teacher preparation programs train teachers to use technology in their teaching.
      • Instructional leaders should be required to have training and ongoing professional development for use of technology in instruction.
      • Practitioners should develop multiple strategies for the integration of technology for higher order thinking activities in mathematics instruction.
      • School districts should allocate budgetary resources for teachers professional development in technology use in instruction.
      • School districts should allocate adequate financial resources each school year to ensure that schools have access to trained technology coaches who can assist teachers in the classroom use.
    22. Conclusion
      • For urban public schools to have effective technology integration they need to develop appropriate plans for technology use. In mathematics, technology use must be aligned with the goals and objectives of the mathematics curriculum.
      • Providing access to technology is important for integration in instruction. Schools must have the resources to provide mathematics teachers with the computers but most importantly they need professional development to be able to use technology effectively in instruction. Effectiveness of technology cannot be determined if access is limited.
    23. Recommendations for Action
      • Focus on the type of professional development that promotes technology use to achieve curricula goals.
      • Professional development for technology integration should include a qualitative component that monitors subject matter integration rather than frequency and intensity of use in instruction.
      • Focus on training teachers who are digital natives to mentor other teachers.
      • Ensure that teacher planning time is used more efficiently by creating and incorporating time for technology integration.
      • Hire professionals who are trained and competent in technology use as librarian/media specialist and as school technology coordinator.
      • Thank You
      • Questions or Comments

    + Phyllis Harvey-BuschelPhyllis Harvey-Buschel, 3 months ago

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    672 views, 1 favs, 1 embeds more stats

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