Title page for ETD etd-11082007-204732

Type of Document

Dissertation

Author

Robinson, Matthew Charles

Author's Email Address

mcrobinson@fs.edu

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

Technology
Survey
Integration
Mathematics

Date of Defense

2007-10-17

Availability

unrestricted

Abstract

This 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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