An analysis of factors that influence technology integration by math teacher educators
Peter Hilton Adamy, University of Virginia, United States
University of Virginia . Awarded
Classroom teachers are currently experiencing increasing pressure to use technology in their practice. There is an oft-repeated expression in education that people tend to teach the way they were taught. If students emulate the practice of their teachers, then teachers' use of technology in classrooms will be based in large part on the examples set for them in their university teacher education programs. Therefore, the role of the teacher educator in technology integration in schools is vital. This study examines the technology integration practices of post-secondary, math teacher educators. Examination of the technology use of those who train teachers will add to an understanding of how to impact teachers' use of technology before they reach the classroom.
Four math teacher educators in the state of Virginia were interviewed and observed teaching in order to form a picture of how they have developed as technology users, as well as the factors that have promoted or inhibited their adoption of technological innovations. Innovation diffusion theory is used to categorize the participants as adopters of innovations. Organizational theory and the theory of symbolic interactionism are used to identify the participants as individual members of a larger organization who interact to define the technological cultures at their institutions. Analytic induction is used to generate and support a series of empirical assertions about the technology adoption practices of these math teacher educators. Results of the study suggest that technology integration by math teacher educators is a process that must have administrative and institutional support to succeed, must be based on an educator's definition of technology, and must focus on content area knowledge.
Adamy, P.H. An analysis of factors that influence technology integration by math teacher educators. Ph.D. thesis, University of Virginia.
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Philip Molebash, San Diego State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 3, No. 4 (2004) pp. 412–432
Mark Hofer, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2245–2250
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