東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Technology in higher education mathe...

Walker, Dena Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

Technology in higher education mathematics: A mixed methods study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Technology in higher education mathematics: A mixed methods study./
Author:	Walker, Dena Elizabeth.
Description:	233 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629937
ISBN:	9781321074192

Technology in higher education mathematics: A mixed methods study.
Walker, Dena Elizabeth.

Technology in higher education mathematics: A mixed methods study. - 233 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Oklahoma State University, 2014.

The integration of technology has become a high priority at various levels of education, including higher education. This study focused on discovering and describing the technology being used in higher education mathematics content courses by faculty members at colleges and universities. The research questions focused on what technology was being used by higher education mathematics faculty, how it was being used, what factors would encourage the incorporation of technology, the description of an adopter of technology, who is most likely to use technology to engage students in learning, and challenges that must be overcome to implement technology. The study uses an explanatory sequential mixed methods design which allowed for gathering qualitative data through semi-structured interviews and a vignette to support the quantitative data, which was gathered from a general technology survey administered electronically. The participants included 68 faculty members from research universities, regional public and private universities, and community colleges in a Midwestern state. Results from the study found that technology used by faculty included computers, projector systems, calculators, word processing software, learning management systems, e-mail communication, and the Internet. Technology was found to be predominately used for classroom instruction as a visual aid to present multiple forms of mathematical representations. Factors that could influence the integration of technology into mathematics content courses include the need for a technology resource bank that has appropriate and high-quality tasks that correspond to content and the need for additional time to investigate and implement new technologies. The description of an adopter of technology that evolved during the study was not adequate, but the analysis did show that the attitudes and beliefs of faculty toward technology influenced technology-use preferences. Future research is needed to identify a complete description of an adopter of technology. The study also reinforced the idea that technology-rich classrooms offer an avenue to engage students in learning mathematics. Lastly, the study highlighted challenges that faculty encounter when integrating technology including demands from administration, time for exploration, the need for additional training opportunities, and the lack of technical support.

ISBN: 9781321074192Subjects--Topical Terms:

517670
Educational technology.

Technology in higher education mathematics: A mixed methods study.
LDR:03290nmm a2200289 4500 001 2066270
005 20151223084718.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321074192
035 $a (MiAaPQ)AAI3629937
035 $a AAI3629937
040 $a MiAaPQ $c MiAaPQ
100 1 $a Walker, Dena Elizabeth. $3 3181048
245 1 0 $a Technology in higher education mathematics: A mixed methods study.
300 $a 233 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Patricia Jordan.
502 $a Thesis (Ph.D.)--Oklahoma State University, 2014.
520 $a The integration of technology has become a high priority at various levels of education, including higher education. This study focused on discovering and describing the technology being used in higher education mathematics content courses by faculty members at colleges and universities. The research questions focused on what technology was being used by higher education mathematics faculty, how it was being used, what factors would encourage the incorporation of technology, the description of an adopter of technology, who is most likely to use technology to engage students in learning, and challenges that must be overcome to implement technology. The study uses an explanatory sequential mixed methods design which allowed for gathering qualitative data through semi-structured interviews and a vignette to support the quantitative data, which was gathered from a general technology survey administered electronically. The participants included 68 faculty members from research universities, regional public and private universities, and community colleges in a Midwestern state. Results from the study found that technology used by faculty included computers, projector systems, calculators, word processing software, learning management systems, e-mail communication, and the Internet. Technology was found to be predominately used for classroom instruction as a visual aid to present multiple forms of mathematical representations. Factors that could influence the integration of technology into mathematics content courses include the need for a technology resource bank that has appropriate and high-quality tasks that correspond to content and the need for additional time to investigate and implement new technologies. The description of an adopter of technology that evolved during the study was not adequate, but the analysis did show that the attitudes and beliefs of faculty toward technology influenced technology-use preferences. Future research is needed to identify a complete description of an adopter of technology. The study also reinforced the idea that technology-rich classrooms offer an avenue to engage students in learning mathematics. Lastly, the study highlighted challenges that faculty encounter when integrating technology including demands from administration, time for exploration, the need for additional training opportunities, and the lack of technical support.
590 $a School code: 0664.
650 4 $a Educational technology. $3 517670
650 4 $a Higher education. $3 641065
650 4 $a Mathematics education. $3 641129
690 $a 0710
690 $a 0745
690 $a 0280
710 2 $a Oklahoma State University. $b Education (all programs). $3 1019381
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0664
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629937