Interactive Whiteboards Research and the Mathematics Classroom: A LearnTechLib Review

Gregory Chamblee

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

This paper summarizes Interactive WhiteBoard mathematics-related research published in LearnTechLib.org from 2000 - present. Interactive WhiteBoards (IWBs) continue to be a technology used in the mathematics classroom. Twenty-four publications were...

Topics: mathematics education, Teaching and Learning with Emerging Technologies

What Do Middle Grade and Secondary Mathematics Teachers Believe About Mathematics Teaching: An Analysis of a WebCT-Based Course

Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3447–3452

This paper discusses comments practicing middle grade and secondary mathematics teachers made during chat sessions about mathematics teaching during a six week summer online course. WebCT chat sessions were analyzed to determine themes. Five themes...

Topics: Secondary Education, Professional Development, Teachers, Mathematics

A Synthesis of the Concerns-Based Adoption Model (CBAM) and Technology

Scott Slough; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1033–1038

Abstract: The Concerns Based Adoption Model (CBAM) has been used to assess technology integration effectiveness in various settings. The purpose of this paper is to document these findings and discuss the feasibility of using the CBAM model, based...

Topics: Faculty

Looking Beyond Short-Term Implementation and Low-Level Concerns: Assessing the Full Impact of the Concerns-Based Adoption Model (CBAM)

Scott Slough; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 952–957

The Concerns Based Adoption Model (CBAM) has been used to assess technology integration effectiveness in various settings. The purpose of this paper is to document these findings and discuss the feasibility of using the CBAM model, especially as...

21st Century Pedagogical Content Knowledge and Science Teaching and Learning

Scott Slough; Gregory Chamblee

Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 2 (April 2017) pp. 173–187

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, ...

21st Century Pedagogical Content Knowledge and Science Teaching and Learning

Scott Slough; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2154–2162

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, ...

Topics: Science Education

Graphing Calculators and Algebra I, Algebra II, IPC, and Chemistry Teachers'

Gregory Chamblee; Scott Slough

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1066–1070

Abstract: Graphing calculators have been suggested as one tool that can be used to facilitate increased integration between mathematics and science. This paper investigates the graphing calculator as an innovation with a group of high school...

Topics: Mathematics, Teachers, Science

Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation

Gregory Chamblee; Scott Slough

Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 864–871

This paper analyzes research findings from the past ten years on the use of the Concerns-Based Adoption Model to measure technology implementation change. Ninety-seven papers were found that used CBAM as a theoretical framework to assess technology...

Topics: Change

High School Mathematics Teachers and Interactive Whiteboards: A Longitudinal Study of 2 Users and 2 Future-Users, Year 3

Jeffrey Hall; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3440–3447

This article summarizes and analyzes interview responses over a three year period of four Georgia high school mathematics teachers regarding their individual perceptions about using interactive whiteboards (IWBs) to teach mathematics. In the first...

Teacher perceptions of interactive whiteboards: A comparison of users and future-users at high school over a one year period

Jeff Hall; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1857–1863

Abstract: This article summarizes and analyzes interview responses over a one year period of four Georgia high school mathematics teachers regarding their individual perceptions about using interactive whiteboards (IWBs) to teach mathematics. Two...

Technology as an Innovation in Science and Mathematics Teaching

Scott W. Slough; Gregory E. Chamblee

School Science and Mathematics Vol. 107, No. 6 (October 2007)

The successful implementation of an innovation--information technology in this instance--is a process that is developmental in nature, and a highly personal experience for each teacher. Thus, for any change to be successful, the concerns of each...

Reflections on a Two-Week Technology Immersion Workshop as Part of a Yearlong Professional Development Program

Scott Slough; Gregory Chamblee; Gaye Wunsch

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3073–3076

Abstract: The purpose of this study was to provide a voice for mathematics and science teacher's reflections. The teachers were all participants of a two-week technology immersion workshop that was part of a larger yearlong professional development...

Topics: Teachers, Professional Development

Looking for Learners: The Legacy of Technogogical Content Knowledge (TCK)

Scott Slough; Michael Connell; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3411–3417

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, ...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Integrating Mathematics, Science, and Technology Education Goals: An Interdisciplinary Approach

Scott Slough; Gregory Chamblee; Jon Aull

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2541–2546

Reform documents in mathematics, science, and technology increasingly call for meaningful integration of technology in K-12 classrooms. Simultaneously, schools are being held more and more accountable for increased content at lower grades by both...

Topics: Science, Schools, Middle School Education, Integration, Mathematics

Mathematics Classrooms: Is the Implementation Process the Same for Both Disciplines?

Gregory E. Chamblee; Scott W. Slough

Journal of Computers in Mathematics and Science Teaching Vol. 21, No. 1 (2002) pp. 3–15

The mathematics and science education communities are presently—and perhaps constantly—in a state of reform. The mathematics and science standards documents now include the use of technology as a common instructional goal. This article synthesizes...

Topics: Educational Technology, Teachers, Mathematics, Science

Managing Technology and Change in U. S. Public High Schools: A Concerns-Based Adoption Model Approach

Scott Slough; Jeffrey Hall; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4063–4067

This paper combines the perspectives from multiple studies in mathematics and science classrooms and mathematics and science teacher professional development in U. S. public schools. These studies represented multiple technologies as innovations in...

Teacher perceptions of interactive whiteboards: A comparison of users and future-users in high school and middle school mathematics

Jeffrey Hall; Gregory Chamblee; Tricia Hughes

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4461–4467

This article summarizes and analyzes interview responses of six Georgia math teachers regarding their individual perceptions about interactive whiteboards (IWBs). Half of the participants had experience using the technology, while the other half...

Measuring Mathematics and Science Teachers' Perceptions of Technology and Change: A Yearlong Study

Gregory Chamblee; Scott Slough; Gaye Wunsch

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2873–2876

Abstract: The purpose of this study was to determine mathematics and science teachers' initial and final perceptions of change as a result of their participation in a yearlong professional development program that emphasized integration of the math...

Topics: Mathematics, Professional Development, Science, Information Sciences, Developmental Stages

An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution

Jeffrey Hall; Gregory Chamblee; Scott Slough

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2496–2501

Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years regarding their perceptions of the technology. During the third year, the two teachers were asked...

An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution

Jeffrey Hall; Gregory Chamblee; Scott Slough

Journal of Technology and Teacher Education Vol. 21, No. 3 (July 2013) pp. 301–320

** Invited as a paper from SITE 2011 ** Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years regarding their perceptions of the technology. During...

Implications of Interactive Whiteboards Research for the Mathematics Classrooms

Jeffrey Hall; Gregory Chamblee; Scott Slough

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4825–4830

This article summarizes recent research on interactive whiteboards (IWBs) and how these findings impact the mathematics classrooms. IWBs are championed as ‘the’ new technology for the classroom. Many mathematics classrooms today have IWBs. Few...

A Comparison of Web 2.0 Assessment Tools

Jeffrey Hall; Lucy Bush; Gregory Chamblee

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1827–1832

Web 2.0 assessment tools are an excellent way to improve the assessment process in classrooms. With their capability to quickly administer and grade assessments, these tools are well suited for formative assessments in particular. With a growing...

Topics: Assessment, Classrooms, Research & Evaluation, Assessment and E-Folios

Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change

Scott W. Slough; Gregory E. Chamblee

Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 1021–1026

The purpose of this paper is to examine and describe the change process as technology is implemented in secondary science and mathematics classrooms. This paper synthesizes the results from two studies, a qualitative study on implementation...

Topics: Teachers, Mathematics, Science

Grades 4 and 5 Teachers' Perceptions of Technology Implementation in Mathematics Instruction

Scott W. Slough; Gregory E. Chamblee

International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 363–368

The purpose of this paper is to examine and describe the change process as technology is implemented in grades 4 and 5 mathematics classrooms. For this study technology is defined as manipulatives, calculators and computers. The Concerns Based...

Topics: Classrooms, Mathematics

An Analysis of Secondary Mathematics Teachers’ Observed Use of Interactive Whiteboards in the Classroom

Jeffrey Hall; Gregory Chamblee; Scott Slough

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2107–2114

The purpose of this study was to observe and analyze the use of Interactive Whiteboards (IWBs) by high school mathematics teachers with varying degrees of IWB experience. Six teachers participated in the study, two in each IWB experience category:...

Measuring High School Mathematics Teachers' Concerns About Graphing Calculators and Change: A Yearlong Study

Gregory Chamblee; Scott Slough; Gaye Wunsch

Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 2 (April 2008) pp. 183–194

This article discusses the impact of a year long professional development on high school mathematics teachers' concerns regarding the implementation of graphing calculators in their classrooms. Teachers' concerns were assessed at the beginning and...

Topics: Professional Development, Educational Technology, Change, Mathematics, Teachers

Implementing Technology in Secondary Mathematics and Science Classrooms: Do We Have Common Goals? Barriers? Models for Change?

Julie Sliva; Scott Slough; Cynthia Louden; Gregory Chamblee

International Conference on Mathematics / Science Education and Technology 1999 (1999) pp. 396–399

The infusion of technology in today's mathematics and science classrooms is a top priority of many school districts. This paper discusses similarities and differences between the technology goals, barriers and change models currently being used to ...

Topics: Science, Change, Mathematics