Mathematics Classrooms: Is the Implementation Process the Same for Both Disciplines?
Gregory E. Chamblee, Georgia Southern University, United States ; Scott W. Slough, University of Houston-Downtown, United States
JCMST Volume 21, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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 the findings from two studies, a qualitative study on implementation concerns of secondary science teachers resulting from the use telecommunications and a quantitative study on technology implementation concerns of middle and secondary mathematics teachers and potential teachers of first-year algebra in North Carolina to determine if teachers in both disciplines have similar concerns when implementing technology in the classroom. Both studies used the Concerns Based Adoption Model (CBAM) to assess teacher concerns and levels of technology implementation. Both disciplines were found to have common technology concerns and implementation issues. Several significant differences also were found. Implications for technology-based staff development are noted.
Chamblee, G.E. & Slough, S.W. (2002). Mathematics Classrooms: Is the Implementation Process the Same for Both Disciplines?. Journal of Computers in Mathematics and Science Teaching, 21(1), 3-15. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)
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