Abstract:

Introduction
Advocates for the application of technology in U. S. schools would like teachers to move beyond the use of computers for simple tasks such as drill and practice to new applications like the use of multimedia, and as a research and problem solving tool. This emphasis on integration has not yielded adequate achievement results because many teachers do not frequently utilize technology for instruction. This is because teachers’ ability to integrate computer technology effectively depends on their own knowledge about technology and the access they have to technology. The lack of knowledge has resulted in computer use most often in computer classes and not in core academic subjects such as math and science. This study analyzed teacher access to technology and its impact on technology integration in mathematics instruction in urban public secondary classrooms. The findings from this research highlighted the need for continued dialogue on this topic by refocusing attention on technology integration in urban public mathematics classrooms.

Methodology

The study used a causal-comparative research design. In this design the researcher determines the cause or the reason for existing differences in groups or individuals. In a causal-comparative research the participants are already in groups prior to the study and therefore they are not subject to manipulation.
Kruskal-Wallis one-way analysis of variance was used to compare the two sample means for differences and the Mann-Whitney U-test was used to determine statistical significance using an alpha level of 0.05. Spearman rho correlation was used to determine the magnitude and direction of any relationship.
Data for urban public secondary mathematics teachers was retrieved from National Center for Educational Statistics, Schools and Staffing Survey (SASS) questionnaires. Variables that represented teacher experience, professional development and availability of computer technology were extracted from the SASS datasets.

Findings:

Teacher experience had no effect on technology integration in urban public secondary classrooms. There was no difference between novice, experienced and veteran teachers and technology integration in mathematics instruction. The results for professional development indicated that teachers who participated in professional development showed significantly different (p≥ 4.77) use of computer technology for instruction and instructional activity (p≥ 5.91) in mathematics. The number of computers in a classroom significantly influenced (p≥ 37.28) technology integration in mathematics instruction in urban public secondary classrooms. Teachers who have more computers in their classroom integrated technology more frequently in mathematics instruction.

Keywords:

Technology integration, Instruction, Public Schools, Education, Mathematics Instruction.