Literature Review: A Sociocultural Framework For Understanding Technology Integration In Secondary School Mathematics

This article was written by Merrilyn Goos in 2010; It claims that, "the paper proposes a framework for analyzing relationships between factors influencing teachers use of digital technologies in secondary mathematics classrooms." However, I found the "framework" to be somewhat less than I had anticipated when I began reading. The article argues that simply evaluating technology integration on the basis of a teacher's access to technology, institutional support and school educational policies is insufficient for understanding why some math teachers integrate technology more successfully than others.

This article proposes an adaptation of Valsiner's Zone Theory of Child Development, which seems similar in both structure and terminology to McRel's Knowledge Taxonomy discussed in EDU 533, to evaluate areas of pedagogic philosophy as it impacts technology integration. Valsiner's zones are: zone of proximal development (ZDP), zone of free movement (ZFM), and zone of promoted action (ZPA). These zones are used to examine the relationship between the teachers pedagogic philosophy, classroom environment, and beliefs about applying technology to the learning process.

The study included four Australian math teachers, and the results are presented by "telling the story" through two fictional case studies of teachers named Susie and Brian. Their stories were deconstructed and elements of Valsiner's zone theory were applied to demonstrate how different behaviors, beliefs, and practices fell within the domain of each zone. Brian was an older, experienced teacher who had headed a math department and took a job in a new school. He found that technology wasn't being applied coherently across the curriculum, and the school culture was lethargic about promoting technological use. Brian, with the support of the principal, encouraged the department to design a new, more technology rich environment and arranged to get classroom orders of graphing calculators through loan programs offered by manufacturers. Susie is a new teacher in her mid 20s, and she is very comfortable with a range of technology. She runs a tech savvy class and spends more time discussing the potential of mathematics with her class and less time actually calculating.

Goos' research method involved collecting information about each teacher through several tools. Each teacher was given an interview discussing their knowledge, beliefs about technology, and professional development training in regards technology. Each teacher took a Mathematical Beliefs Questionaire designed by Goos and an associate: Bennison, in 2002. Lastly, each teacher was observed and video recorded several times throughout a year. Afterward, the findings were analyzed and catagorized by their relationship to each of Valsiner's zones.

While reading this article, I was struck by how teachers all across the world seem to be struggling with what integrating technology into the classroom looks like. In a world where machines can do the calculations for the students, is it more effective to teach mathematical calculation or how to apply programs to the real applications? Although I absolutely agree that spending more time applying math to real world situations is more educational than endless practice problems and "doing it by hand", I still wonder if separating learners from the calculating aspect will create a distance between knowing math and knowing how to apply a tool to do math for you.





"A SOCIOCULTURAL FRAMEWORK FOR UNDERSTANDING TECHNOLOGY INTEGRATION IN SECONDARY SCHOOL MATHEMATICS." PNA 5.1 (2010): 173-182. Academic Search Complete. EBSCO. Web. 26 Apr. 2011.

http://web.ebscohost.com.ezproxy.snhu.edu/ehost/detail?sid=849f250d-cb15-4632-addb-4950f84aea72%40sessionmgr114&vid=1&hid=105&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCx1cmwsY3BpZCZjdXN0aWQ9c2hhcGlybyZzaXRlPWVob3N0LWxpdmU%3d#db=a9h&AN=55507192

K12 Online Conferene: Digiteens

I just finished watching an archived presentation called: Digiteens: Digital Citizenship by Digital Teenagers, posted by Elizabeth Helfant. The digiteens project involves teens by asking them to research current trends in digital citizenship and examine diffent ways the digital world impacts lives. The teens then collaborate on a Wiki, using Ning in this case, to post their findings. This presentation was a collection of short videos including: driving while texting, digital safety and security, an open sim named digital island, explaining the nature of digital literacy, and the dangers of e-commerce. These presentation were produced by students and were, for the most part, pretty good, a few speakers were difficult to understand.

How can I provide equal access to the digital world to all learners:

Unfortunately, in a broad sense, I don't think that it will ever be possible to provide every learner with equal access to the digital world. Inevitably, children from wealthier backgrounds will have access to newer, more cutting edge technology in their homes and personal devices. In the classroom, however, it should be a priority for both the individual teacher and the school to mitigate this disparity and attempt to provide the most access possible to each learner.

Teachers and schools can provide the best possible access to the digital world by, first and foremost, having wireless, high speed Internet access in every classroom. In a perfect world, schools would be able to provide a laptop to every student. If that is beyond a school's means, providing computer labs and sufficient time for students to utilize them is probably the next best option. However, merely possessing the technological hardware isn't sufficient by itself, each teacher must also be cognizant that the lessons they offer utilize the digital world in a meaningful way.

As a future teacher, I can best help provide each learner with access to the potential of the digital world by understanding and utilizing that world in my classroom. I don't believe that providing access to the digital world simply means making the technology available, but, rather, it means demonstrating how the digital world can be used as a learning tool that brings communities of learners together and provides access to virtually limitless amounts of information. Lastly, in a world of finite resources, providing equal access may mean identifying those individuals who do not have access at home and attempting to rectify that deficiency on a case-by-case basis.

K12 Online Conference

Yesterday I watched a presentation from the archives of the K12 online coference. The presenter was Mathew Needleman discussing copyright laws as they apply to content used in the classroom. He made a number of excellent points: content costs money to develop, free to use doesn't mean free, and that one person violating copyright laws is no big deal, but when millions infringe, it's a problem. The gist of his presentation is that teachers are not exempt from copyright laws, but they are often allowed the privledge of using content in the classroom; the line is drawn at posting copyrighted content on websites where others can access it. For example, I could show a brief movie clip to my class, but I cannot put that clip on the school website to be viewed by the public.

My Philosophy About Integrating Technology Into The Classroom

According to our textbook, I am part of the Millennial generation, although just barely. I grew up still using card catalogues at the library and printing with a Dot Matrix. It has been fascinating, over the course of my life, to see how technology has changed the way people interact and communicate with each other. Some changes I have adopted, such as shopping or researching online, others, like social media, have simply passed me by, until now. In current and future classrooms, I believe technology should be used copiously, yet judiciously.  Classroom technology should enhance the presentation of information and allow students with a wide array of learning styles to access education in a way best suited to their particular needs and preferences. Educational technology should not, however, replace the teacher. Although technology offers many new ways to interact with information, I firmly believe there is an integral human to human component in education; teachers not only instruct, they also provide opportunity for intelligent, intellectual discourse in a supportive atmosphere that students may not experience at home.

Introduction

Hello! I'm William Humphrey, and this is my first semester at Southern New Hampshire University. In 2008, I graduated from Keene State College with a B.A.in English and a minor in European history. I am seeking certification as a secondary ed. English teacher. Learning Through Technology and Exploring Principles of Education are the first courses I am taking in an effort to realize that goal. I have never worked in a school before, but I am excited about the prospect; I have always loved school, education and, most of all, listening to myself talk, so hopefully this career will be a good fit for me.