integration of digital tools into the...

INTEGRATION OF DIGITAL TOOLS INTO THE MATHEMATICS CLASSROOM

A CHALLENGE FOR TEACHER EDUCATION

Hildegard Urban-Woldron

University of Teacher Education, Lower Austria

TIME 2012, Tartu, Estonia

OVERVIEW

− Review of literature

− Development of mathematics teachers‘ TPCK

− Integration of digital tools into in-service teacher training based on

o TPCK Framework

o LoTI Framework

o Assessment Rubric

o Constructivist approaches to pedagogy

− Purpose and aims of the study

− Results and Conclusions

− Although technology is available in schools, it is not beeing used effectively in the classrooms (Swan & Dixon, 2006)

− Teachers mainly focus on technological issues (Fischer et al. , 2009)

− Teachers feel inadequately prepared (Hogarth et al., 2006)

− Teachers must want to use technology and be an enabled to do so (Forgasz, 2006)

− Teachers need training and support (Webb, 2005)

− New technologies give new means to create conditions of a mathematical laboratory inside an “ordinary” classroom (Hivon et al. 2008)

RESEARCH FINDINGS

„If technology is to find a place in classroom practice it must be examined in the context of classroom life as teachers live it“ (Kerr, 1991)

Research Findings Frameworks for Developing TPCK Aims, Participants, and Methods Training Courses & Examples Results & Conclusions

ROLE OF THE TEACHER IN CLASSROOM USE OF TECHNOLOGY

Themes related to use of technology … − enhancing ambience − assisting tinkering − facilitating routine − accentuating features

Themes related to major teaching goals … − intensifying engagement − effecting activity − establishing ideas − improving motivation − alleviating restraints − raising attention

A model of the successful use of technology (Ruthven, 2007)


TEACHERS ARE THE KEY CHANGE AGENTS …

“Adoption of technology by teachers requires professional development that focuses on both conceptual and pedagogical issues, ongoing support in terms of intensive start-up assistance and regular follow up activities and a desire to change from within the profession”.

(Waits & Demana, 2000)

TPCK

PK CK

TK

TPK

PCK

TCK

Integrating Technology & Pedagogy & Content Knowledge

Based on Koehler & Mishra (2008)

FRAMEWORK for TPCK


Based on Moersch (1995)

AWARENESS– Level

EXPLORATION – Level

INFUSION – Level

INTEGRATION – Level

EXPANSION – Level

FRAMEWORK for LoTI

Levels of Technology Implementation


Based on Mouza & Wong (2009)

IDENTIFY DEVELOP ENACT→ ASSESS → COLLECT

ANALYZE→ REFLECT→ DEVELOP

Process of Case Development

Influences Own Learning &

Practice

Discussion & Analysis of Cases through Formal

Professional Development

Dissemination, Informal Discussion, Analysis, &

Reflection on Cases

Influence Other Teachers‘ Learning & Practice

FRAMEWORK for CASE DEVELOPMENT


PURPOSE AND AIMS OF THE STUDY

− Use digital tools to increase learning in mathematics

− Develop in-service mathematics teachers‘ TPCK

− Integrate digital tools in teacher training courses based on

− TPCK Framework

− LoTI Framework

− Assessment Rubric

− Constructivist approaches to pedagogy


RESEARCH QUESTION & HYPOTHESES

How do training courses for teachers affect teachers‘ uses and attitudes toward technology in mathematics middle and high school classrooms?

Working hypotheses

− There is a relationship between motivational orientations and the self-reported evolution of TPCK

− Self-reported knowledge gains in TPCK are in agreement with external assessment of lesson plan designs.

− There is a relationship between the quality of lesson plans and the intensity of participation in the online-course.


COURSE DESIGN FOR PRACTICING MATHEMATICS TEACHERS

− 14 teachers (6 male, 8 female / 4 high school teachers, 10 middle school teachers)

− participated in a research project funded by IMST

− Integration of technology was supported by a blended-learning-course

10 Months Online Course view and study materials / exchange ideas and materials / refine and reflect ideas / discuss lesson plans / communicate and collaborate

Two one-half-day face to face meetings basics of technology use / emphasizing TCK /

pedagogical issues / various examples

− focusing on functions and graphs − using dynamic geometry and

spreadsheet as cognitive tools − highlighting knowledge construction − encouraging and guiding student

learning processes


MSLQ Inventory (adapted from Pintrich et al., 1992)

TPCK Inventory (adapted from Schmidt et al., 2009)

TIAR Technology Integration Assessment Rubric (Harris et al., 2010)

RJ & GD Reflection Journals & Group Discussion

INSTRUMENTS

MSLQ

TPCK TPCK & RJ

TIAR

GD


Based on LoTi Framework (Moersch, 1995) & TIAR (Harris et al., 2010)

TECHNOLOGY INTEGRATION ASSESSMENT MATRIX


− Intrinsic Goal Orientation (4 Items )

− Extrinsic Goal Orientation (4 Items )

− Task Value (6 Items )

− Control of Learning Beliefs (4 Items )

− Self-Efficacy for Learning & Performance (8 Items )

FIVE SCALES FROM MSLQ INVENTORY


TPCK1 I can use strategies that combine content, technologies and teaching approaches in my lesson plans.

TPCK2 I can design lessons that appropriately combine mathematics, technologies and teaching approaches.

TPCK3 I can choose technologies that enhance the content for a lesson.

TPCK4 I can select technologies to use in my lesson plans that enhance what I teach, how I teach and what students learn.

TPCK5 I can provide leadership in helping others to coordinate the use of content, technologies and teaching approaches.

FIVE ITEMS FROM TPCK INVENTORY



STARTING WITH A “GOOD” MATHEMATICAL SITUATION

Where ABC is an isosceles triangle for C, such that AC = BC = 10 cm, what is the area of the triangle?

Direct manipulation of the object triangle has led to the following result:

The Area of the triangle varies as a function of the base AB.

− How does the area vary in dependence of the base AB?

− What approaches can students make?

− Could the teacher encourage work in groups?

− What is the maximum value of the area?

− How students could solve the problem with spreadsheet?

− How students can find an algebraic equation?

OPEN STUDENTS’ MATHEMATICAL WORK


SOLUTION USING SPREADSHEET

0

10

20

30

40

50

60

0 2 4 6 8 10 12 14 16 18 20

Area of the triangle

Length of the base AB


SOLUTION USING AN ALGEBRAIC EQUATION


GRAPHING & EXPLORING QUADRATIC FUNCTIONS

Role of the teacher: Transforming digital resources into cognitive tools


− Goals, value beliefs, and active participation in the online course have a positive impact on the self-reported evolution of TPCK

− There is a strong relationship between the quality of lesson plans and the intensity of participation in the online-course

− Self-reported knowledge gains in TPCK are in agreement with external assessment of lesson plan designs

− Course materials and the design of the course stimulate teachers to think about useful technology integration

RESULTS


− Aligned teacher training can help teachers make mathematics more exciting, relevant and challenging to young learners

− There is need for CPD of mathematics teachers particularly according integration of digital tools

− Teacher training should be structured in ways that encourage and allow collaboration with peers

− CPD programs should introduce innovative ways of organizing and assessing learning with appropriate uses of relevant digital tools

− Technological and pedagogical skills should not be developed in isolation − they should empower teachers to design and implement learning activities that provide opportunities for learners to discover mathematics

− Effective use of digital tools for learning requires an holistic understanding of how these tools can be integrated into the classroom − therefore, teachers need time and appropriate supply in the context of pre- and in-service teacher training

CONCLUSIONS AND IMPLICATIONS


THANK YOU FOR YOUR ATTENTION!

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