Type of Document Dissertation Author Robinson, Matthew Charles Author's Email Address email@example.com URN etd-11082007-204732 Title A Landscape View of Technology Integration in Florida's High School Mathematics Classes: The Mathematics Teacher Technology Usage Survey (MT-TUS) Degree Doctor of Philosophy Department Middle and Secondary Education, Department of Advisory Committee
Advisor Name Title Elizabeth Jakubowski Committee Chair Leslie Aspinwall Committee Member Pamela Sissi Carroll Committee Member Paul Ruscher Committee Member Keywords
Date of Defense 2007-10-17 Availability unrestricted AbstractThis descriptive research study was designed to investigate the relationship between the personal characteristics of high school mathematics teachers and the frequency of technology use in their classes, while describing the strategies high school mathematics teachers utilize to integrate technology into their curriculum as the hindrances or obstacles to their technology use was examined. The Mathematics Teacher Technology Usage Survey (MT-TUS) was designed as a web based questionnaire instrument to gather data from high school mathematics teachers across the state of Florida. 813 teachers responded to the survey offering insights into their usage of technology.
Data analyses revealed that the majority of the teachers in the sample population made use of graphing calculators and projection devices (overhead or lcd) on a regular basis. Most teachers classified themselves at the “Developing Tech” level of technology integration and used technology as a supplement to instruction as their students used technology to test and practice for skill mastery. The biggest obstacle to technology use was access to technology resources.
The results of the study provided information that is useful to mathematics educators, professional development leaders, local, state, and national policy makers and teachers of mathematics who are interested in understanding the factors that affect technology usage in the mathematics classroom. By examining teachers’ technology use within the context of demographics, approaches, and hindrances, this study sheds new light on the role of technology in mathematics education.
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