This study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985).
The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer.
|Commitee:||Jacobson, Erik D., Kloosterman, Peter, Ottenbreit-Leftwich, Anne T.|
|School Location:||United States -- Indiana|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Teacher education, Secondary education, Educational technology|
|Keywords:||Integration, Pre-Service teachers, Processes, Secondary mathematics, Selection, Technology|
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