Abstract:

Knowledge of instructional software programs that can meet curricula objectives, motivate and engage students in problem-based learning/inquiry is essential for teachers. School districts grapple with how to provide technology professional development for their teachers and commonly cannot find the time nor the funds for in-service teacher learning. Schools prefer to hire teachers who are well versed in the use of technology. This places the technology preparation responsibility in the curriculum of teacher education programs. This is the first of a series of studies tracking the implementation of multiple instructional technology programs into a mathematics methods course for preservice teachers preparing to teach grades four (nine years old) through grade 12 (graduation age).

A long term study by, Dwyer, Ringstaff, Haymore, and Sandholtz (1994) working with Apple Classroom of Tomorrow (ACOT) examined how teachers adapted their classrooms and pedagogy to using technology when provided with multiple computers, an abundance of software, technical support, and extensive technology training. The researchers identified a five step progression of how teachers developed technology-based pedagogy identifying it as the ACOT stages of classroom change. It started with Step 1 - Entry. The teachers are acquainted with the basic tools of the computer and the programs to be used in the classroom. Step 2 – Adoption, the teachers adopted the computer programs for limited use (defined as practice not knowledge building) in the classroom. Step 3 – Adaptation, the teacher thoroughly integrated the use of computers into the curriculum. This step resulted in students learning more, being engaged with the content, and producing better knowledge products. Step 4 – Approbation, teachers who cannot teach without computers and software programs. Step 5 – Invention, teachers created their own programming, invented diverse uses for the technology that enhanced student learning. The five step scale was used to determine where pre-service teachers stood after one semester of learning several instructional programs, creating, and presenting an instructional technology-based unit of five lessons.

The first cohort of 18 preservice teachers in year one (one preservice teacher did not complete the assignment), 14 were solidly on Step 2 – limited use of technology. There were 3 who stood at Step 3 and created their lesson plans to use technology on a daily basis. For cohort 2, there was a wider variation in the levels achieved. Three pre-service teachers were at Level 1 where they had a very limited use of technology. They only used technology for this unit. Six pre-service teachers achieved Level 2 which is defined as limited use of technology. Five pre-service teachers achieved Level 3 where they incorporated technology as a major teaching tool on a regular basis.

With the speed of technological change and innovation more than doubling every 1.5 years according to Moore’s Law, is just one indicator that technological change happens at an exponential rate (Kurzweil, 2014). Preservice teachers need to learn how to use instructional technology in order to create student-focused classrooms that engage their students in the learning process from their first day of teaching mathematics.

Keywords:

Instructional technology, preservice teachers, mathematics education.