Pre-service teachers’ experiences with advanced digital technologies: The interplay between technology in a pre-service classroom and in field placements
Michael Meagher, Brooklyn College - CUNY, United States ; Asli Ozgun-Koca, Wayne State University, United States ; Michael Todd Edwards, Miami University of Ohio, United States
CITE Journal Volume 11, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper reports on a study of 22 preservice teachers enrolled in a first-semester mathematics teaching methods course. Course activities included participation in two separate field experiences in neighboring school districts. The methods class placed considerable emphasis on the use of advanced digital technologies in the teaching and learning of mathematics, with particularly extensive use of the TI-Nspire. The purpose of the study was to examine preservice teachers’ evolving relationships with advanced digital technologies in their teaching, examined through the lens of their technological pedagogical content knowledge (Koehler & Mishra, 2005; Niess 2005, 2006, 2007), and to examine the interplay between their field placements and the quality of their use of advanced digital technologies in inquiry-based lessons. The principal conclusion of the study is that there seems to be a crucial, perhaps decisive effect that modeling of exemplary practice in the field placement has on candidate attitudes regarding the use of advanced digital technologies in their teaching. There is evidence that the pre-service teachers' experiences in the classroom primed them for the possibilities of technology use but it takes the experiencing of exemplary practice to convince them of the benefits of working to incorporate technology in their own teaching.
Meagher, M., Ozgun-Koca, A. & Edwards, M.T. (2011). Pre-service teachers’ experiences with advanced digital technologies: The interplay between technology in a pre-service classroom and in field placements. Contemporary Issues in Technology and Teacher Education, 11(3), 243-270. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/36172/.
© 2011 Society for Information Technology & Teacher Education
- Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211-237.
- Dunham, P. H. (2000). Hand-held calculators in mathematics education: A research perspective. In E. Laughbaum (Ed.), Hand-held technology in mathematics and science education: A collection of papers (pp. 39-47). Columbus, OH: Teachers Teaching with Technology College Short Course Program at The Ohio State University.
- Edwards, M. T. (2004). Novice algebra students may be ready for CAS but are CAS tools ready for novice algebra students? International Journal of Computer Algebra in Mathematics Education 10(4), 265-278.
- Edwards, M. T. & Phelps, S. (2008). “Can you fathom this? Connecting data analysis, algebra, and geometry with probability simulation.” Mathematics Teacher , 102(3), 210216.
- Frykholm, J. A. (1998). Beyond supervision: Learning to teach mathematics in a community. Teaching and Teacher Education, 14(3), 305–322.
- Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modeling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48-68.
- Heid, M.K. (1988). Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education, 19, 3-25.
- International Society for Technology in Education. (2000). National educational technology standards for teachers. Eugene, OR: Author.
- Kaput, J. (1992) Technology and mathematics education. In (D. Grouws, Ed.) A
- Kaput, J. (1994). The representational roles of technology in connecting mathematics with authentic experience. In R. Biehler, R. W. Scholz, R. Strasser, & B. Winkelman (Eds.), Didactics of mathematics as a scientific discipline, (pp . 379-397). Dordrecht, Netherlands: Kluwer Academic Publisher.
- Kieran, C., & Drijvers, P. (2007). The co-emergence of machine techniques, paper-andpencil techniques, and theoretical reflection: A study of CAS use in secondary school algebra. International Journal of Computers for Mathematical Learning, 11, 205-263.
- Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
- Kutzler, B. (1996). Improving mathematics teaching with DERIVE. Bromley, UK: Chartwell-Bratt.
- Lee, H. S. (2005). Facilitating students' problem solving in a technological context: Prospective teachers' learning trajectory. Journal of Mathematics Teacher Education, 8, 223-254.
- Meagher, M. (2007, June). Response to “Towards relating procedural and conceptual knowledge.” Paper presented at the fifth annual Computer Algebra in Mathematics Education (CAME) Conference, Pécs, Hungary.
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Moursund, D. G., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Eugene, OR: International Society for Technology in Education.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- National Council for the Accreditation of Teacher Education. (2008). Professional standards for the accreditation of teacher preparation institutions. Retrieved from http://www.ncate.org/Standards/tabid/107
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
- Niess, M. L. (2006). Guest editorial: Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203. Retrieved from http://www.citejournal.org/vol6/iss2/mathematics/article1.cfm
- Niess, M. L. (2007, January) Professional development that supports and follows mathematics teachers in teaching with spreadsheets. Paper presented at the 11th annual conference of the Association of Mathematics Teacher Educators, Irvine, CA.
- Northwest Regional Educational Laboratory. (1997). Inquiry strategies for science and mathematics learning: It's just good teaching. Retrieved from http://educationnorthwest.org/webfm_send/748
- Papert, S. (1980). Mindstorms: Children computers and powerful ideas. New York, NY : HarperCollins.
- Rich, K. A. (1996). The effect of dynamic linked multiple representations on students’ conceptions of and communication of functions and derivatives. (Doctoral dissertation, University of New York at Buffalo, 1995). Dissertation Abstracts International, 57(1), Z142.
- Shulman L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4-14.
- Thompson, D., & Senk, S. (2001). The effects on curriculum on achievement in second year algebra: The example of the University of Chicago School Mathematics Project. Journal for Research in Mathematics Education, 32, 58-84.
- Zbiek, R.M., Heid, M.K., Blume, G.W., & Dick, T.P. (2007). Research on technology in mathematics education: A perspective of constructs. In F.K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1169-1207). Charlotte, NC: Information Age Publishing.
- Zeller, M., & Barzel, B. (2010). Influences of CAS and GC in early algebra. ZDM Mathematics Education, 42, 775–788
- Zevenbergen, R. (2005). Primary preservice teachers. Understandings of volume: The impact of course and practicum experiences. Mathematics Education Research Journal, 17(1), 3-23.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Reflecting on the Challenges of Informal Contexts: Early Field Experiences With Technology in Teacher Education
Nick Lux, Amanda Obery, Jamie Cornish, Jamie Cornish, Bruna Irene Grimberg, Bruna Irene Grimberg, Anthony Hartshorn & Anthony Hartshorn, Montana State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 250–267
Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States; Benjamin Zunica, Monash University, Australia
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429
Nicholas Lux, Montana State University - Bozeman, United States; Mike Van Vuren, Bozeman School District, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2568–2573
Technological Pedagogical Content Knowledge: Pre-service Teachers’ Perception and Beliefs in Mathematics
Cheng-Yao Lin, Southern Illinois University, United States; Yu-Chun Kuo, Jackson State University, United States; Yi-Yin Ko, Indiana State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1422–1431
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.