In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January-July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.

/pdf/teaching-with-digital-technology-3hon91ms34.pdf

Teaching with digital technology.

Active engagement is critical to promote learning for students with autism. Although evidence-based strategies exist for promoting engagement for individual students with autism, there are few strategies designed for use with small groups. This study used an ABCAC design to assess the effects of a low-technology use strategy, namely interactive books with and without music on the engagement levels of six students with autism and significant learning needs in kindergarten through fourth grades. Findings indicate that the use of interactive books paired with music showed increased levels of engagement during small group instruction. Implications related to research-based instruction, teacher education, instructional design, and future research are discussed.

A Low-Technology Strategy for Increasing Engagement of Students with Autism and Significant Learning Needs

With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001). Although some teacher educators are preparing teachers who have the knowledge and skills to integrate technology into their classrooms, research indicates that graduates are not adequately prepared to teach with technology (JohnsonGentile, Lonberger, Parana, & West, 2000; Strudler, Wetzel, Moursud, & Biefeldt, 1999). A study completed by the National Center for Education Statistics (2000) found that only one-third of the licensed classroom teachers who have computers or Internet access in their classrooms believed they were well prepared to use technology for instructional purposes. Ninetythree percent of those who felt well prepared attributed their confidence to independent learning. Lewis and Finders (2002) found that many new teachers, even those for whom the use of digital technologies was personally comfortable, found it difficult to assimilate classroom use of these tools into their conception of their role as teachers.

Becoming Technologically Literate through Technology Integration in PK-12 Preservice Literacy Courses: Three Case Studies.

/pdf/teachers-perceptions-of-empowerment-in-their-work-2cksyfwwsk.pdf

Teachers' Perceptions of Empowerment in Their Work Environments as Measured by the Psychological Empowerment Instrument.

HIGH SCHOOL LANGUAGE ARTS TEACHERS’ EXPERIENCES WITH INTEGRATING TECHNOLOGY AFTER PARTICIPATING IN A STATEMANDATED TECHNOLOGY PROFESSIONAL DEVELOPMENT COURSE by Stacy Rae Byous Georgia has invested millions of dollars for technology and teacher technology training in order to prepare students for a technological society (Brackett, Henry, & Weathersby, 1999; Hinton, 2003). While technology affects all teachers, language arts teachers are also challenged to teach multiple literacies (Leu, Kinzer, Coiro, & Cammack, 2004). This study investigated the extent that professional development programs impact the language arts teachers’ classroom practice (Bebell, Russell, & O’Dwyer, 2004; Young & Bush, 2004). This case study research explored three high school language arts teachers’ experiences with integrating technology after having participated in a state-mandated professional development course on technology. Rogers’ (1995) Adoption and Diffusion Model was used as a framework in order to understand the factors that influence adoption of innovations and to explore factors that act as barriers or enhance the adoption process. An emergent qualitative research design was used to investigate the following research questions: (1) In what ways do high school language arts teachers integrate technology into their curriculum after completion of said course? (2) To what extent are these practices representative of the experiences addressed in the professional development course? (3) What are teachers’ perceptions of technology integration in the language arts classroom? Data sources included formal interviews, video-taped lessons, observational field notes, teacher portfolios, and other written communications to supplement face to face interviews. A constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) was used throughout the study by assigning each piece of data a code and category, which was revised and modified as new data were incorporated (Bogdan & Biklen, 1992). Rigor was established through member checks and triangulation of the data. Four themes emerged from the data: (a) technology was adopted as a tool, (b) TAFT resulted in engagement and enthusiasm for using technology, (c) restrictions on time impacted technology integration, and (d) available technology sat idle. Although technology was not used to its fullest potential, the discussion emphasizes that technology training led to technology implementation and impacted classroom practice. The teachers’ perceived attributes of the technologies, and their stance and perceptions of literacy and technology affected their technology integration and determined their adoption and adaptation of technologies. HIGH SCHOOL LANGUAGE ARTS TEACHERS’ EXPERIENCES WITH INTEGRATING TECHNOLOGY AFTER PARTICPATING IN A STATEMANDATED TECHNOLOGY PROFESSIONAL DEVELOPMENT COURSE by Stacy R. Byous

/pdf/high-school-language-arts-teachers-experiences-with-4vbg4uw7c0.pdf

High School Language Arts Teachers' Experiences with Integrating Technology after Participating in a State-Mandated Technology Professional Development Course

Research has provided important lessons about developing and delivering high-quality professional development to educators. Features identified as indicative of high-quality professional learning experiences are the organization of the activity and its duration, the extent to which there is collective participation of teachers within an education institution, the degree of active learning opportunities, a content focus, and the degree to which the activity promotes coherence in professional development goals (Garet, Porter, Desimone, Birman, & Suk Yoon, 2001). The evaluation of the Teacher Technology Leaders (TTL) PT3 (1) Project at George Washington University (GWU) has been documenting the evolution of a professional development strategy exhibiting a number of these quality features. Over the three years of the project life, project staff and participants have been constructing knowledge and practice regarding the infusion of technology in teaching and learning by working first as individuals on their own knowledge development and then constructing multilayered teams with representatives from university, school, and technology partners. The results thus far have shown that progress has been enhanced by collective participation with a content focus in the study of a particular problem. In the following article, the evolution of this approach is presented and implications for faculty development are discussed. ********** In the past five years, a number of key organizations and research studies have contributed to the knowledge about how to structure high quality professional development. Although fewer studies connect these features to student learning and achievement, more work in this regard is currently being funded by federal agencies, such as the National Science Foundation (NSF) and the Institute of Education Sciences (IES) in the Department of Education. The Council for Basic Education (CBE) held a Wingspread conference in 2001 and released a report listing the many sets of principles for high-quality professional development resulting from research and published in the educational literature. CBE recommended a few approaches (lesson study, student work, and assessment practice) as promising. Principles and strategies for effective professional development researched and described by Loucks-Horsley, Stiles, & Hewson (1996; also, Mundry & Loucks-Horsley, 1999) and her associates have been cited throughout the literature as well as the recognition of the challenging process of making decisions about professional development. A National Evaluation of the Eisenhower Professional Development Program contributed a model to analyze the relationships between features of professional development and teachers' self-reported increases in knowledge and skills and changes in teaching practice. On the basis of national sample data, the researchers concluded that six key features of professional development are effective in improving teaching practice. Three are characteristics of the structure of the activity: (a) the organization of the activity-whether it is a reform type, such as a study group or teacher network, in contrast to a traditional workshop or conference; (b) the duration of the activity, including the total number of contact hours and the span of time over which it extends; and (c) the extent to which the activity has collective participation of groups of teachers from the same school, department, or grade. Three additional features are characteristics of the substance of the activity: (d) the degree to which the activity has active learning opportunities for teachers; (e) the extent to which the activity has a content focus; and (f) the degree to which the activity promotes coherence in teachers' professional development by incorporating the experiences that are consistent with teachers' goals and aligned with state standards and assessments. (Garet et al., 2001) Although this model was tested with teachers of mathematics and science, its findings regarding change in teaching practice are supported by other arenas of research regarding the development of new skills or knowledge, such as constructivist theory, technology skill development, and team development. …

Teaming:Constructing High Quality Faculty Development in a PT3 Project

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Teaming:Constructing High Quality Faculty Development in a PT3 Project