You are here:

The Challenge to Situate Digital Learning Technologies in Preservice Teacher Mathematics Education
ARTICLE

, Australian Catholic University, Australia

CITE Journal Volume 12, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The nature of the instruction and the assessment in the final mathematics unit of the bachelor of education program were changed. Despite being tagged as “tech-savvy,” preservice students use digital technologies primarily for social networking and information retrieval. These uses of digital technologies do not guarantee any facility for their utilization as learning technologies, which may result in early career teachers being unprepared to enact the effective use of expensive equipment in schools. The provision of a communal constructivism environment supported student learning as they met the challenges of creating interactive digital applications to teach a mathematical concept to their peers. This paper is likely to be of interest to mathematics educators who are trying to steer preservice teachers away from “worksheet maths” as well as other preservice teacher educators who wish to incorporate digital technologies into their content and methodology units.

Citation

McDonald, S. (2012). The Challenge to Situate Digital Learning Technologies in Preservice Teacher Mathematics Education. Contemporary Issues in Technology and Teacher Education, 12(4), 355-368. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 25, 2019 from .

View References & Citations Map

References

  1. Campbell, C., & Martin, D. (2010). Interactive whiteboards and the first year experience: Integrating IWBs into preservice teacher education. Australian Journal of Teacher Education, 35, 68-75.
  2. Caruso, J.B., & Kvavik, R. (2005). ECAR study of students and information technology 2005: Convenience, connection, control, and learning. Retrieved from the Educause website: http://net.educause.edu/ir/library/pdf/ers0506/rs/ERS0506w.pdf
  3. Chan, W., Lim, C., & Tan, A. (2010). Preservice teachers’ ICT experiences and competencies: New generation of teacher in digital age. Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
  4. Clifford, P., Friesen, S., & Lock, J. (2004). Coming to teaching in the 21st century: A research study conducted by the Galileo Educational Network. Retrieved from http://www.galileo.org/research/publications/ctt.pdf
  5. Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 2539.
  6. Foulger, T.S., Williams, M.K., & Weyzel, K. (2008). We innovate: The role of collaboration in exploring new technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 28-38.
  7. Fun with Construction. (2011). [Software]. Singapore: Heulab Pte. Ltd.
  8. Geometer’s Sketchpad. (2011). [Software]. Emeryville, CA: KCP Technologies.
  9. Guy, M., Qing, L., & Simanton, E. (2002). Integrating technology into an elementary mathematics methods course: Assessing the impact on preservice teachers' perceptions to use and teach with technology. Retrieved from http://people.ucalgary.ca/~qinli/publication/aera02_infusion.html
  10. Holmes, B., Tangney, B., Fitzgibbon, A., Savage, T., & Meehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. In J. Price et al. (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2001 (pp. 3114-3119). Chesapeake, VA: AACE.
  11. Howard, J. (2002). Technology-enhanced project based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343-364.
  12. Hughes, J. (2004). Technology learning principles for preservice and in-service teacher education. Contemporary Issues in technology and teacher Education, 4(3), 345-362.
  13. Jacobsen, M., Clifford, P., & Friesen, S. (2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education. Retrieved from http://www.citejournal.org/vol2/iss3/currentpractice/article2.cfm
  14. Kariuki, M., & Duran, M. (2004). Using anchored instruction to teacher preservice teachers to integrate technology in the curriculum. Journal of Technology and Teacher Education, 12(3), 431-445.
  15. Katz, R. (2005). Foreward: Growing up digital. In J.B. Caruso & R. Kvavik (Eds.), ECAR study of students and information technology, 2005: Convenience, connection, control, and learning (pp. 5-8). Retrieved from
  16. Kirkwood, A., & Price, L. (2005). Learners and learning in the 21st century: What do we know about students’ attitudes and experiences of ICT that will help us design courses? Studies in Higher Education, 30(3), 257-274.
  17. Lock, J. (2007). Immigration and integration: ICT in pre-service teacher education. Contemporary Issues in Technology and Teacher Education, 7(1), 575-589. Retrieved from http://www.citejournal.org/vol7/iss1/currentpractice/article1.cfm
  18. Mishra, P., & Koeler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  19. Pierson, M.E., & McNeil, S. (2000). Preservice technology integration through collaborative action communities. Contemporary Issues in Technology and Teacher Education, 1(1), 189-199. Retrieved from http://www.citejournal.org/vol1/iss1/currentpractice/article1.htm
  20. Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9(5), 1-6.
  21. Schuck, S., & Kearney, M. (2007). Exploring pedagogy with interactive whiteboards: A case study of six schools. Australian Educational Computing, 23(1), 8-13.
  22. Teo, T., Lee, C.B., & Chai, C.S. (2007). Understanding preservice teachers’ computer attitudes: Applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24, 128-143.
  23. Ventatesh, V., & Davis, F.D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46, 186-204.
  24. Woolfolk, A. (2010). Educational psychology (11th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Author Notes Susan McDonald Australian Catholic University AUSTRALIA Email: susan.mcdonald@acu.edu.au

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Interactive Whiteboards Research and the Mathematics Classroom: A LearnTechLib Review

    Gregory Chamblee, Georgia Southern University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2484–2489

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.