Implementation of Technology in an Elementary Mathematics Lesson: The Experiences of Pre-Service Teachers at One University

Autor/in	Herron, Julie
Titel	Implementation of Technology in an Elementary Mathematics Lesson: The Experiences of Pre-Service Teachers at One University
Quelle	In: SRATE Journal, 19 (2010) 1, S.22-29 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Technology Integration; Educational Technology; Technology Uses in Education; Mathematics Curriculum; Mathematics Instruction; Elementary School Mathematics; Student Experience; Methods Courses; Reflection; Student Journals; Content Analysis; Program Attitudes; Student Teacher Attitudes; Curriculum Implementation + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Studienerfahrung; Methodisch-didaktische Anleitung; Studentenzeitung; Inhaltsanalyse
Abstract	This study examined pre-service teachers' responses to implementing technology into elementary mathematics lessons. Instructional Architect (IA) was the web-base technology used by the pre-service teachers. Four themes emerged from the data: (a) insights into technology, (b) struggles with technology, (c) access to the mathematics and (d) learning communities. Pre-service teachers reported both positive and negative experiences with technology in the classroom. This study provides a better understanding of how pre-service teachers think about using technology in a mathematics lesson which can help to inform teacher education programs on how to support technology integration in elementary mathematics. (Contains 3 figures.) (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10