Secondary Mathematics' Teachers Perceptions of Their Integration of Instructional Technologies

<p>This qualitative research study explored the beliefs and practices regarding integrations of instructional technologies by seven secondary mathematics teachers. The researcher conducted an initial interview, a classroom observation, and a follow-up interview with each participant. Participants also submitted sample lessons and completed a TPACK Development Model Self-Report Survey. The interviews and observations were analyzed using deductive analysis, using the Technological Pedagogical Content Knowledge (TPACK) Development Model to assess technology-related practices. Through responses to the TPACK Development Model Self-Report Survey, the participants revealed their perceptions of their practices and beliefs regarding technology integration. These perceptions were compared to the researcher's analysis of interviews, observations, and lesson samples. The researcher found that the participants perceived themselves to have much higher TPACK levels than indicated by other data collected. There was also a noted lack of pedagogical content knowledge (PCK) among participants with low TPACK, which indicated that their teaching practices limited technology integration. Pressures from standardized testing and interactions with colleagues were comfactors noted to support technology integration. Pressures from standardized testing, however, tended to result in graphing calculator integration for computations and other rote uses. The researcher also noted that participants were largely unable to differentiate between instructional technologies and non-instructional technologies. Participants erroneously reported presentation tools, such as LCD projectors, as instructional technology. Most participants lacked a vision for integrating technology as a tool for learning mathematics. Instead, many participants felt that technology posed a threat to the learning process. One participant, however, was a notable exception to these statements. Individual cases and the emergent themes are discussed.</p>

Name thesis:degree_name

Ph.D. in Education

Level thesis:degree_level

Dissertation

Year dc:date.available

2011

Author dc:creator

• Ivy, Jessica Taylor

Contributors dc:contributor

• Angela T. Barlow
• Lori A. Wolff
• Amy E. Wells Dolan

• Calculators
• Mathematics
• Secondary
• Teaching
• Technology
• Tpack
• Science and Mathematics Education

Repository record dc:identifier

https://egrove.olemiss.edu/etd/146

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-1145