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Preservice Mathematics Teachers' Ambiguous Views of Technology
ARTICLE

School Science and Mathematics Volume 111, Number 2, ISSN 0036-6803

Abstract

While the nature of mathematics and the nature of science have received much attention, there is a lack of research on the nature of technology. This study sought to investigate preservice teachers' perceptions about the nature of technology and its role in mathematics education and society. Based on two philosophical theories of technology, the author analyzed 22 preservice 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, which were contingent on contexts of technology use, human-machine relationships, and other factors. However, in most cases, they had an instrumental view of technology and a techno-centric mindset. Although the participating teachers were encouraged to reflect on broad socio-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. As the educational technology and teacher education communities have broadened their understanding of technology and what it takes for an organizational change, preservice teachers need adequate opportunities to explore the pedagogical, epistemological, ontological, and cultural implications of the educational use of technology. (Contains 3 figures.)

Citation

Chen, R.J. (2011). Preservice Mathematics Teachers' Ambiguous Views of Technology. School Science and Mathematics, 111(2), 56-67. Retrieved November 13, 2019 from .

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