Teachers' Ambiguous Views of Technology
Rong-Ji Chen, California State University San Marcos, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to investigate pre-service secondary teachers’ perceptions about the nature of technology and its role in mathematics education. Based on two philosophical theories of the nature of technology, I analyzed 22 teachers’ philosophy statements on educational technology and in-depth interviews with 5 of them. The findings reveal that the teachers had ambiguous notions about the characteristics of technology. Although they were encouraged to reflect on broad socio-political and cultural issues associated with technology, most of them did not have a linguistic and conceptual framework from which to examine thoroughly how technology might influence human consciousness. Implications for mathematics teaching profession are discussed.
Chen, R.J. (2009). Teachers' Ambiguous Views of Technology. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4036-4041). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).