technology integration in mathematics instruction in urban public schools
DESCRIPTION
An Examination of Factors that Impact Technology Integration in Urban Public Mathematics ClassroomsTRANSCRIPT
An Examination of Factors that Impact Technology Integration in Urban Public
Secondary Mathematic Classrooms
Dr. Phyllis Harvey-Buschel
March, 2009
PHB 3/09
IntroductionTechnology Integration
Background to Problem
Problem
Theoretical Framework
Significance of the Study
Foundation Studies
Research Questions
MethodologyResearch Design
Methods of Data Analysis
ResultsDescriptive Summary
Correlations
Findings
Implications
Limitations
Conclusions
PRESENTATION OUTLINE
PHB 3/09
INTRODUCTION
PHB 3/09
Technology Integration
The incorporation of technology resources and technology-based practices into the daily instructional routines and students activities in the classrooms.
Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure.
Practices include collaborative work and communication, Internet-based research, remote access to instrumentation, network-based transmission and retrieval of data, and other methods.
(USDE, 2005)
PHB 3/09
Background to Problem
Limited research on use of technology by mathematics teachers in public urban secondary schools.
Limited research on the usefulness of teacher professional development for technology integration by mathematics teachers in urban public secondary schools.
The significance of the issue is how to provide professional development that will improve teachers' ability to incorporate technology as an effective instructional tool in mathematics.
PHB 3/09
Problem
The problem explored in this study was whether access to technology had an impact on technology integration in mathematics instruction in urban public secondary schools.
PHB 3/09
Theoretical Framework
INTELLECTUAL AUTONOMYEXPLORATION
CONSTRUCTIVIST PEDAGOGICAL
BELIEFS
MOTIVATION
PHB 3/09
Significance of the Study
1. Extend the limited research base on use of technology in mathematics instruction.
2. Provide education leaders with useful information about professional development for technology integration in mathematics instruction.
3. Provide policy makers with relevant information on technology access in mathematics classrooms in urban secondary schools.
PHB 3/09
Foundation Studies
Hazzan, O. (2003). Prospective high school mathematics teachers’ attitudes toward integrating computers in their future teaching. Journal of Research on Technology in Education, 35(2), 213-225.
Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-Scale research study on technology in K-12 school: Technology integration as it relates to the national technology standards. Journal of Research on Technology in Education, 35(4), 489-508.
Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: Snapshot survey of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15-27.
PHB 3/09
Research Questions
Q1: How does teacher experience, professional development and availability of computers impact technology use in mathematics instruction in urban public secondary schools?
Q2: How does use of technology in instruction differ among teachers in urban public secondary mathematics classrooms?
Q3: How does technology integration in mathematics instruction differ among teachers who participate in professional development and teachers who do not?
Q4: Does access to technology influence instructional activities in mathematics in urban public secondary classrooms?
PHB 3/09
METHODOLOGY
PHB 3/09
Research Design and Population
Research DesignA Quantitative, non-experimental, causal-
comparative design. NCES Currently available public use data from
Schools and Staffing Survey (SASS). Instrument: Public School Teacher Questionnaire,
(using 5 items in 2 sections)
Target PopulationUrban Public Secondary Mathematics Teachers
3654 teachers
PHB 3/09
Methods of Data Analysis Descriptive Statistics - Frequencies and Percentages
Correlation -To determine whether relationships existed among the variables.
Kruskal-Wallis One-way ANOVA (KW) -To determine if there were differences between access and technology integration in mathematics instruction.
Mann Whitney U-test - Used as Post-Hoc test of
significance
Alpha level of 0.05 was used for statistical significance.
PHB 3/09
RESULTS
PHB 3/09
Descriptive Analysis SummaryVariable Percentages
Teacher Experience Novice Veterans
20 56
No Use of computers for Instruction 17.8 19.1
No Use of computers for Problem Solving 30.8 26.4
Professional Development Participated Did Not Participate
67 33
No Use of computers for Instruction 17.5 26
No Use of computers for Problem Solving 26 34
Availability of computers Yes No (0 or 1)
64 36
PHB 3/09
Spearman rho Correlations for Access to Computers and Integration in Instruction
Variables r-coefficients
Teacher Experience
Computers in the classroom .026 Professional Development -.085Subject Matter .025Problem Solving .056
Computers in the Classroom
Professional Development .012Subject Matter .206Problem Solving .119
Professional Development
Subject Matter -.074Problem Solving -.077
Subject Matter
Problem Solving .54*
Adjusted R2 .29
PHB 3/09
Teacher Experience
Experience N
Mean
Rank
K-W
(H) Df p-value
Novice 146 436.28 1.06 2 0.588
Experienced 227 427.42 Subject Matter
Veteran 507 447.57
Novice 146 420.88 3.15 2 0.207
Experienced 227 424.54 Problem
Solving Veteran 507 453.30
PHB 3/09
Professional Development
Professional
Development N
Mean
Rank
K-W
(H) df
p-
value
Participated 711 449.50 4.77 1 0.029* Subject
Matter Did not
Participate 169 402.64
Participated 711 449.86 5.19 1 0.023* Problem
Solving Did not
Participate 169 401.12
* significant difference
PHB 3/09
Access to Computers
Comp. in the
Classroom N
Mean
Rank
K-W
(H) df p-value
No computer 268 362.53 37.28 1 0.001** Subject Matter
Computers 612 474.64
No computer 268 395.73 12.35 1 0.001** Problem
Solving Computers 612 460.1
** Highly significant difference
PHB 3/09
Findings
Years of teaching experience did not impact use of technology in mathematics instruction.
Teachers who received professional development in technology were more likely to use technology in instruction and for higher order thinking activities.
Technology access in mathematics classrooms resulted in higher frequency of use for instruction and for higher order thinking activities.
PHB 3/09
Implications for Urban School Districts
School districts should require that teacher preparation programs train teachers to use technology in their teaching.
Instructional leaders should be required to have training and ongoing professional development for use of technology in instruction.
Practitioners should develop multiple strategies for the integration of technology for higher order thinking activities in mathematics instruction.
School districts should allocate budgetary resources for teachers professional development in technology use in instruction.
School districts should allocate adequate financial resources each school year to ensure that schools have access to trained technology coaches who can assist teachers in the classroom use.
PHB 3/09
Conclusion
For urban public schools to have effective technology integration they need to develop appropriate plans for technology use. In mathematics, technology use must be aligned with the goals and objectives of the mathematics curriculum.
Providing access to technology is important for integration in instruction. Schools must have the resources to provide mathematics teachers with the computers but most importantly they need professional development to be able to use technology effectively in instruction. Effectiveness of technology cannot be determined if access is limited.
PHB 3/09
Recommendations for Action
Focus on the type of professional development that promotes technology use to achieve curricula goals.
Professional development for technology integration should
include a qualitative component that monitors subject matter integration rather than frequency and intensity of use in instruction.
Focus on training teachers who are digital natives to mentor other teachers.
Ensure that teacher planning time is used more efficiently by creating and incorporating time for technology integration.
Hire professionals who are trained and competent in technology use as librarian/media specialist and as school technology coordinator.
PHB 3/09
Thank You
Questions or Comments