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Supporting Elementary Teachers With ...

Hart, Trace Lynn,

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Supporting Elementary Teachers With Technology Integration Within the Mathematics Curriculum /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting Elementary Teachers With Technology Integration Within the Mathematics Curriculum // Trace Lynn Hart.
Author:	Hart, Trace Lynn,
Description:	1 electronic resource (197 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991315
ISBN:	9798381445886

Supporting Elementary Teachers With Technology Integration Within the Mathematics Curriculum /
Hart, Trace Lynn,

Supporting Elementary Teachers With Technology Integration Within the Mathematics Curriculum /Trace Lynn Hart. - 1 electronic resource (197 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Students are entering the classroom with more technological knowledge than ever before, and to provide enriching learning opportunities, teachers need to be ready to use that background. Elementary mathematics teachers are often provided with technology to use with their mathematics curriculum. However, they do not always receive any guidance or supports on how to best incorporate the technology into mathematics instruction. The purpose of this basic qualitative study was to explore what challenges teachers in Grades 2-6 face when attempting to utilize educational technology to support the mathematics curriculum. The conceptual framework for this study was Magana's T3 framework for innovation. The three research questions focused on how teachers use technology in their classroom and what guidance and supports teachers feel they need to be better able to integrate technology into the mathematics curriculum. Semistructured interviews were conducted with 12 participants who were elementary mathematics teachers in an urban public school district in the Northwestern United States. Coding and thematic analysis showed that participants were using technology in the classroom but not often in the area of mathematics. A project of professional development curriculum was created based on the results where participants shared that they were willing to integrate technology into their mathematics instruction if they received the guidance and supports necessary. The results of this study may contribute to positive social change by providing teachers with hands-on training with lesson modeling, which could then provide students with additional learning opportunities where technology is more seamlessly integrated within the elementary mathematics courses.

English

ISBN: 9798381445886Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Students

Supporting Elementary Teachers With Technology Integration Within the Mathematics Curriculum /
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520 $a Students are entering the classroom with more technological knowledge than ever before, and to provide enriching learning opportunities, teachers need to be ready to use that background. Elementary mathematics teachers are often provided with technology to use with their mathematics curriculum. However, they do not always receive any guidance or supports on how to best incorporate the technology into mathematics instruction. The purpose of this basic qualitative study was to explore what challenges teachers in Grades 2-6 face when attempting to utilize educational technology to support the mathematics curriculum. The conceptual framework for this study was Magana's T3 framework for innovation. The three research questions focused on how teachers use technology in their classroom and what guidance and supports teachers feel they need to be better able to integrate technology into the mathematics curriculum. Semistructured interviews were conducted with 12 participants who were elementary mathematics teachers in an urban public school district in the Northwestern United States. Coding and thematic analysis showed that participants were using technology in the classroom but not often in the area of mathematics. A project of professional development curriculum was created based on the results where participants shared that they were willing to integrate technology into their mathematics instruction if they received the guidance and supports necessary. The results of this study may contribute to positive social change by providing teachers with hands-on training with lesson modeling, which could then provide students with additional learning opportunities where technology is more seamlessly integrated within the elementary mathematics courses.
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