Technology Integration for Preservice Mathematics Teacher: A Time-Series Study
Grace Ward, Theresa Overall, University of Maine Farmington, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A four-year teacher program for future secondary and middle school educators has a very effective process in the second-year practicum program to help students learn to integrate technology effectively. Prior studies used a pre/post series of surveys and showed very large effect sizes. This current study is the beginning of a long-term study of the technology integration skills across the four years of the program. The same surveys used in the practicum study will be administered at seven points in a preservice teacher’s career (pre/post in practicum, prior to practicum for a baseline, pre/post in the content methods course, and pre/post in the final year. This initial phase of the longevity study includes only the preservice teachers in the mathematics methods course taken in the fourth year. Four of the seven data points were analyzed (baseline data were not available for this first group of students).
Ward, G. & Overall, T. (2013). Technology Integration for Preservice Mathematics Teacher: A Time-Series Study. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4878-4884). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).