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Promoting Appropriate Uses of Technology in Mathematics Teacher Preparation
Article

, , , , Univ. of Virginia, United States ; , Univ. of Wisconsin-Stevens Point, United States

CITE Journal Volume 1, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In the Principles and Standards of School Mathematics the National Council of Teachers of Mathematics (NCTM) identified the “Technology Principle” as one of six principles of high quality mathematics education (NCTM, 2000). This principle states: “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning” (p. 24). There is widespread agreement that mathematics teachers, not technological tools, are the key change agents to bringing about reform in mathematics teaching with technology (Kaput, 1992; NCTM 1991, 2000). Yet, preparing teachers to use technology appropriately is a complex task for teacher educators (Mergendoller, 1994). Waits and Demana (2000) argue that adoption of technology by teachers requires professional development that focuses on both conceptual and pedagogical issues, ongoing support in terms of “intensive start-up assistance and regular follow-up activities” and a desire to change from within the profession (p. 53). In addition, studies of teachers' implementation of educational technology document that at least three to five years are needed for teachers to become competent and confident in teaching with technology (Dwyer, Ringstaff, & Sandholtz, 1991; Means & Olson, 1994).

Citation

Stohl Drier, H., Harper, S., Timmerman, M.A., Garofalo, J. & Shockey, T. (2000). Promoting Appropriate Uses of Technology in Mathematics Teacher Preparation. Contemporary Issues in Technology and Teacher Education, 1(1), 66-88. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved April 22, 2019 from .

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