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Surveying the Technology Landscape: Teachers' Use of Technology in Secondary Mathematics Classrooms
ARTICLE

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Mathematics Education Research Journal Volume 20, Number 3, ISSN 1033-2170

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 paper 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. (Contains 10 tables.)

Citation

Goos, M. & Bennison, A. (2008). Surveying the Technology Landscape: Teachers' Use of Technology in Secondary Mathematics Classrooms. Mathematics Education Research Journal, 20(3), 102-130. Retrieved April 21, 2019 from .

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Cited By

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    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2016–2029

  2. Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    Handal Boris, The University of Notre Dame Australia, Australia; Chris Campbell, The University of Queensland, Australia, Australia; Michael Cavanagh & Peter Petocz, Macquarie University, Australia, Australia; Nick Kelly, The University of Sydney, Australia

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 1 (March 2013) pp. 22–40

  3. Developing TPACK in Pre-Service Secondary Mathematics Teachers through Integration of Methods and Modeling Courses: Results of a Pilot Study

    Rejoice Mudzimiri, Montana State University - Bozeman, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3485–3490

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