Pre-service secondary school mathematics teachers exploring computer technology in a Caribbean context: Challenges encountered
This paper discusses the challenges encountered in an English-speaking Caribbean context as five pre-service secondary school mathematics (PSSM) teachers explored the use of computer technology (CT) in their instructional practices. A conceptual framework of three compatible theories guided the study. The major goals of this study were to investigate the experiences and perceptions of the PSSM teachers, and to identify factors they considered necessary for successful integration. I found that the teachers were faced with similar challenges as those experienced in earlier explorations of developed and developing countries. The PSSM teachers learned that their efforts to move away from the traditional "chalk and talk" approach to a learner-centred approach did lend itself to genuine positive progress in using CT. They further realized that reading and group skills, along with computer literacy, are factors to be considered in their planning when introducing CT use in mathematics instruction in their context
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| Format: | Book chapter biblioteca |
| Language: | English |
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School of Education, UWI, St. Augustine
2008
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| Subjects: | Secondary school teachers, Mathematics teachers, Educational technology, Computer assisted learning, Teacher attitudes, Perceptions, Teaching experience, |
| Online Access: | http://hdl.handle.net/2139/6738 |
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| Summary: | This paper discusses the challenges encountered in an English-speaking Caribbean context as five pre-service secondary school mathematics (PSSM) teachers explored the use of computer technology (CT) in their instructional practices. A conceptual framework of three compatible theories guided the study. The major goals of this study were to investigate the experiences and perceptions of the PSSM teachers, and to identify factors they considered necessary for successful integration. I found that the teachers were faced with similar challenges as those experienced in earlier explorations of developed and developing countries. The PSSM teachers learned that their efforts to move away from the traditional "chalk and talk" approach to a learner-centred approach did lend itself to genuine positive progress in using CT. They further realized that reading and group skills, along with computer literacy, are factors to be considered in their planning when introducing CT use in mathematics instruction in their context |
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