A Case Study of the Issues Arising when Teachers Adopt the Use of a New Form of Technology in Their Teaching for the First Time
IJFTME Volume 14, Number 3, ISSN 1744-2710
Introducing any new initiative into teaching involves professional development and training. This paper investigates the reactions of three teachers to the introduction of graphics calculators into their department. Each teacher was followed through one academic year. They were interviewed formally on two occasions and also met informally with the researchers to discuss how they were using the calculators. The interviews were used to develop profiles of the three teachers. From these profiles a set of recommendations was developed that could guide other schools who were introducing graphics calculators for the first time. These recommendations were (i) that the department should have an action plan which describes where and why the calculators are to be used (ii) both initial and on-going training is necessary (iii) appropriate support in the form of both teaching resources and hardware should be readily available.
Berry, J.S., Graham, T., Honey, S. & Headlam, C. (2007). A Case Study of the Issues Arising when Teachers Adopt the Use of a New Form of Technology in Their Teaching for the First Time. International Journal for Technology in Mathematics Education, 14(3), 150-160.
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Conditions Influencing Mathematics Teachers´ Uptake of Digital Tools – a Systematic Literature Review
Marie Utterberg, Johan Lundin & Berner Lindström, University of Gothenburg, Sweden
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2016–2029
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