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Grades 4 and 5 Teachers' Perceptions of Technology Implementation in Mathematics Instruction
PROCEEDINGS

, , Georgia Southern University, United States

International Conference on Mathematics / Science Education and Technology, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

The purpose of this paper is to examine and describe the change process as technology is implemented in grades 4 and 5 mathematics classrooms. For this study technology is defined as manipulatives, calculators and computers. The Concerns Based Adoption Model (CBAM) provided a theoretical framework for data analysis. Data was collected through open-ended ethnographic interviews of six (n=6) grades 4 and 5 demonstration teachers identified by the university. Results were organized into four major themes: perceptions of technology (personal), availability and use of technology (technological), implementation of technology in the mathematics classroom (curricular), and technology's role in teaching mathematics (philosophy).

Citation

Slough, S.W. & Chamblee, G.E. (2000). Grades 4 and 5 Teachers' Perceptions of Technology Implementation in Mathematics Instruction. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 363-368). Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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