A study of the technology competencies of preservice secondary mathematics teachers
Iman Mohammad Alghazo, University of Illinois at Urbana-Champaign, United States
University of Illinois at Urbana-Champaign . Awarded
This study took place at a large, midwestern university during the academic year 1998–1999. The university had redesigned its teacher education program partly to meet NCATE/ISTE foundation standards and prepare preservice teacher to teach with technology. The main purpose of the study was to examine the extent to which this program meets its goals. Another purpose was to examine gender differences.
Participants in this study were 28 mathematics education students who were enrolled in two courses of the teacher education program. There were equal numbers of males and females. Both quantitative and qualitative instruments were used. The quantitative instruments consisted of surveys and technology activities.
The quantitative results showed that overall students' technology competency improved significantly. Taking these competencies separately, students have significantly improved in word processing, spread sheets, computer skills, communications, graphing calculators and webpages construction. No significant improvement was shown in multimedia, database and presentation. The ISTE/NCATE and ISBE standards were divided into 21 components. The students reported average or greater competence in 17 of these components.
The qualitative results showed that students were excited about the technology competencies they gained and would be prepared to teach with technology with some more self-training. However, their views about the role that technology should play in the classroom indicated that full appreciation of technology's role in reforming education needs more than the formal integration of technology into a preservice teacher education teacher education program. Solid experiences in learning with technology are needed.
Alghazo, I.M. A study of the technology competencies of preservice secondary mathematics teachers. Ph.D. thesis, University of Illinois at Urbana-Champaign.
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