In this paper, I will discuss briefly how LeMoyne College
pre-service secondary-level mathematics teachers are prepared to integrate
technologies in their classroom instruction. During a four week technology
period, student teachers are instructed to use graphing claculators namely
the TI-82, commercial mathematical video cassettes and commercial
mathematical software including MAPLE V, a computer algebra system. This
instruction occurs as one of the major units in the graduate/undergraduate
mathematics education course, Education 615/400. Ususlly, eight to ten
pre-service secondary-level mathematics teachers are registered for this
course section every fall semester.
During the first week, I give the student teachers a brief overview
of the features of the TI-82. For the rest of the technology unit, each
pre-service teacher is allowed the opportunity to give his or her peers a
short 10 minute demostration on one of the more advanced features of the
TI-82. Usually, students have instructed their peers about such features
as matrix operations, statistical procedures, and finding the roots of a
variety of equations. These pre-service teachers have always commented on
how much they have benefited from preparing and presenting their
demonstrations since it provided them with the opportunity to gain valuable
hands- on experience with graphing calculators. All the
pre-service teachers use graphing calculators during their student teaching
so this preparation is very essential.

Computer training starts, also, during the first week of this unit.
At this time, the student teachers discuss in small groups guidelines for
selecting and evaluating computer software. Each group must formulate a
list of guidelines which are then compiled into one class list. The
pre-service teachers are encouraged to evaluate every possible aspect of
computer instructional software:format, instructions, reading level,
student interaction, feedback, format, instructions, reading level, student
interaction, feedback, positive reinforcement, development of skills and
feasibility for lesson implementation and type of instructional method
featured in the software.

Each pre-service teacher is then given, during the second week, a
specific commercial mathematics software package. Some of the packages
examined include: the Sunburst's Geometric Supposer, Addison-Wesley's
Master Grapher and 3D Grapher, Addison-Wesley's the Calculus Explorer,
I.B.M.'s Algebra II: Part I&II and Sauders College Publishing's Mathcue.
Each student teacher must evaluate their package and then discuss with
their peers in a ten to fifteen minute classroom demonstration the overall
pros and cons of using their software package in a secondary-level
mathematics classroom. What has made this an interesting hands-on-exercise
is that the pre-service teachers are given both software that is effective
and that is not effective as teaching tools.

Students spend some time evaluating commercial videos in much the
same way that they evaluate computer software. Due to course time
constraints, I choose a short video, show it to the students and ask them
to discuss how they would or would not use it in a lesson for a
secondary-level mathematics classroom. Some of the very good videos that
have been examined are the Project Mathematics! series (California Institute
of Technology), and the For All Practical Purposes series (An
Annenberg/CPB Project).

In the third week of technology instruction, student teachers
prepare and present a fifteen minute micro-lesson to their peers. Each
lesson must incorporate computer software. While many students use
standard commercial software, many use MAPLE V, the computer algebra
system, that is licensed at Le Moyne College. Each micro lesson must be
written for secondary-level students, must actively, engage students and
must integrate computers as a teaching tool. Most of the lessons that the
pre-service teachers have presented are discovery lessons that involve
cooperate groups. Each student teacher's lesson is evaluated by his or her
peers as well as myself, the professor of this course. Lessons are
assessed for content and for their effectiveness as class presentations. As
with all course lessons, these lessons are videotaped for future reference.
During the fourth week, the technology training is bought to a
closure with a writing project. Each pre-service teacher must write a 5-8
paper reflecting on how they intend to use technologies in their
secondary-level mathematics classes. Their paper must include a
description of some of the specific activities that they plan to use during
their student teaching and how they will use technology to accomodate
different learning styles of secondary-level students. Their paper must
also address how they can use technologies to enhance their future
students' critical thinking skills in the areas of synthesis, analysis,
and evaluation.

The evaluation of this technology unit has been qualitative through
teacher/course evaluations. Generally, feedback has been positive since
students value the hands-on experience that this unit provides for them. Also,
reaction of an anecdotal nature has been received from these pre-service
teachers the following fall once they have secured a secondary-level
mathematics position. Most of them have noted that since they were able to
convince school principals during their interview that they were capable of
incorporating technology in their classroom instruction they then had a
competitve edge in securing their first teaching position.

In the future, I plan to enhance this technology unit even more and
require that my pre-service teachers design and present an activity
centered on the Internet that can be used in a secondary-level mathematiocs
classroom. If this unit could actually be expanded into an entire course
and if I could secure the funding then I would like to require students to
create a short computer multi-media unit on a secondary level mathematics
topic. As a mathematics educator of the "future mathematics teachers of
America", I really believe that it is essential that pre-service teachers
master technology along with effective instructional techniques.

Ms. Cathleen M. Zucco

Mathematics Center

LeMoyne College

Syracuse, NY 13214

email: zucco@maple.lemoyne.edu