Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools

This study investigates associations between mathematics pedagogy and teachers’ integration of Information Communication Technologies (ICT). As an early adopter of presentation-oriented hardware and software in mathematics classrooms, England represents a critical case for investigating associations between mathematics pedagogy and teachers’ integration of ICT into classroom practice. This paper reports the results of a survey of English secondary mathematics teachers’ use of ICT (n = 183). Using Rasch analysis to construct a measure of mathematics pedagogy, a consistent trend is found between frequent use of “teacher-centred” software and a more “student-centred” orientation. The analysis also suggests that some “teacher-centred” practices involving ICT may instead be construed as “dominant” practices. Taken together with case-study evidence of teachers’ ICT integration from research on technology in education, these findings challenge assumptions about relationships between mathematics pedagogy and ICT integration prevalent in the mathematics education literature

Digital technology in mathematics education: Why it works (or doesn't)

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context

Hoe verwerven studentleraren competenties die leiden tot ICT-gebruik in de klas: een exploratieve casestudy in drie Vlaamse lerarenopleidingen

Effective ICT integration for pre-service teachers is an important challenge for teacher training institutions. They need to help pre-service teachers understand how to integrate ICT in meaningful ways in the classroom. The general aim of this study was to explore the ways in which ICT is acquired by student teachers in order to prepare them to integrate ICT in classroom practice. Specifically, a case study was conducted in three teacher education institutions in Flanders to examine ICT integration through the lens of pre-service teachers, teacher educators, ICT coordinators and the heads of the department. The results indicate that the three institutions are in transition: they are moving from ICT as a separate ‘stand-alone’ course towards a more integrated approach of imbedding ICT within the courses. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare student teachers in the field of educational ICT-use

Training needs of teachers in ICT: Training profiles and elements of complexity

Training needs of teachers in Information and Communication Technologies (ICT) is one of the key aspects for the integration of ICT in daily educational practice, along with competences in ICT and the use of these technological resources by teachers. The aim of this paper is to establish teacher training profiles and relate them to their competences in ICT and the use thereof, together with personal and contextual factors. To this end, it has been used a survey design, with the sample 868 teachers from primary and secondary education in the Comunidad Valenciana. The instrument for collecting information is a questionnaire. The results indicate that teachers demand higherlevel training in personal-professional plane, requiring more training on the planes with the students in the classroom and the integration of ICT in the classroom. Furthermore, these needs can be structured into four profiles: initial, initial-intermediate, intermediate and advanced. It has also found a clear relationship between these profiles of training needs in competences in ICT, especially technology; the use of ICT, principally in personalprofessional plan. It is also found an influence on these profiles of teachers of the age and the frequency of computer use. This implies that educational administrations should consider these results in the development of teacher training plans to produce higher quality programs, as it is demanded since different fields

A Case Study Of The Integration Of Information And Communication Technology In A Northern Ontario First Nation Community High School: Challenges And Benefits

A case study approach was used in examining Information and Communication Technology (ICT) use within a small First Nation high school in Northern Ontario. Quantitative and qualitative data was gathered from students, teacher, and the administrator, who participated in an online survey, followed by interviews on their use of ICT in education. How ICT was used in the classroom was examined as well as identifying the challenges and benefits. The students’ benefits included easier access to research through the Internet, facilitated organization through the use of Google drive, and the use of social media. Challenges were similar to those found in in mainstream schools with concerns of technical problems, off task behavior, and improper referencing. The teacher and administrator identified barriers preventing the increased use of ICT, including the lack of professional development, resources, and Indigenous language software. The administrator recognized there was a wide skill set range among teachers in the adoption of ICT integration into their teaching. Recommendations include more professional development in ICT for teachers, additional resources for ICT, and more development of Aboriginal language software