The first of these papers by Herman, Meagher, Abrahamson and Owens presents a comprehensive report into a study on the use of a Classroom Communication System in conjunction with graphics calculators, which are used as the response devices. The work is analysed around four types of centredness, which are defined and applied in the paper. This is a very interesting piece of work which shows how this new form of technology can impact education and make the classroom a different teaching environment. While providing a strong case for further work in this area, the authors do acknowledge that further research is needed in this area. This paper would be very significant reading for anyone considering the implementation of this or a similar system.
The second paper by Thomas and Hong presents the results of case study research concerned with teacher use of graphics calculators. Their emphasis was on teacher integration of technology into their teaching. This draws extensively on the existing research on teachers' pedagogic technical knowledge and the ideas of instrumentation. In the paper there are many useful examples from the case study. This article is of real significance to those who are concerned about developing teachers' use of technology in classrooms around the world.
Student Perceptions on Use of a Classroom Communication System in Mathematics Classes Marlena Herman, Michael Meagher, Louis Abrahamson, and Douglas Owens
This study was designed to measure students' perceptions of classrooms using a Classroom Communication System (CCS). Drawing on the work of the National Research Council Committee on Developments in the Science of Learning (Bransford, Brown and Cocking, 2000), the study was designed to investigate students' (n = 389) experiences in CCS classroom environments in terms of the characteristics learner-centred, knowledge-centred, assessment-centred and community-centred. Results suggest that students perceive that CCS technology increases each of these four centrednesses, in part by giving teachers more information on what students are thinking, giving students more information on what other students are thinking, giving students more information on their own progress, and facilitating collaborative learning by supporting the sharing of information.
Teacher Integration of Technology into Mathematics Learning Michael O. J. Thomas and Ye Yoon Hong
Graphic calculators (GC) have been widely used in teaching for around 20 years, and yet many teachers still appear to be either unconvinced, or unaware, of how to release the potential of such technology to assist students to learn mathematics. This research describes a study addressing aspects of the teacher's role in integrating technology into their pedagogy. It considers issues related to the didactical contract, pedagogical technology knowledge (PTK), and procedural and conceptual knowledge in GC integration in teaching by two groups of secondary teachers. The results describe a number of factors that identify teacher progress toward pedagogical integration of digital technology and from these some tentative inferences for teacher professional development may be drawn.
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