A mature math teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration.
Integrating technology and a standards-based pedagogy in a geometry classroom: A mature teacher deals with the reality of multiple demands and paradigm shifts
Computers in the Schools, 24(1-2), 75 - 91.
IDEA Disability Category:
major-other health impairment
specific learning disability
speech or language impairment
multimedia products and projects
opportunities to learn concepts
practice and reinforcement activities
visualizations and models