Is my Glass Half Full or Half Empty?

Obstacles & possible solutions of integrating technology into a math class.

In discussing obstacles for integrating technology into a math class, research shows that many teachers describe a variety of reasons: inadequate knowledge and skill, limited resources available, and limited time to teach and assess the standards. An article by Laurie Conley states, “Beyond their feelings regarding the technology tools themselves, the integration of digital tools into the curriculum is also shaped by the teachers’ beliefs” (2010). If a teacher feels uncomfortable using technology or believes it is just easier to use hands-on manipulatives for the math lesson, he/she is less likely to integrate technology into their curriculum. One can always find a reason to not change the way things “have always been done”. It is easy to come up with reasons for not utilizing technology within your math curriculum; the difficult part is developing a solution.

Research shows that a fair percentage of teachers feel inadequate in their knowledge or skill with using certain technology. However, some teachers look at incorporating technology into a math class as a learning opportunity for both teacher and student. While the teacher is teaching the students the lesson, the students may be helping the teacher with updating their own skills. In my current research of incorporating Minecraft into a math class, I have found that technology plays a significant role in student’s life outside of school. The students are more engaged when their outside life is brought into a class and they enjoy helping the teacher learn a new skill.

In a research paper on how student-teachers utilize technology in math education, Susan McDonald found, “The issue is compounded further by preservice teachers’ beliefs about how mathematics is learned and should be taught, which for many are based upon their personal experiences at school and experiences at practicum schools rather than exposure to relevant research” (n.d.). A possible solution to this obstacle is offering more opportunities for teachers to become knowledgeable about the way technology can enhance their math curriculum. Some of these opportunities may include professional development classes for current teachers on how to enhance their lessons. Extending the training to school leadership may be beneficial also to help encourage a school-wide commitment to the use of technology. Another option would be offer classes or practicums on technology use during college courses for student-teachers. In her study, McDonald goes on to say, “The most notable outcome was when these students realized that they had the capacity to create learning episodes for mathematics that were removed from the prevalent and ever-present worksheet maths” (n.d.).

Research shows that the use of technology “enhanced classroom instruction, facilitated teachers in understanding students’ need, improved teachers’ work quality, offered the opportunity to a wide range of resources through the Internet, and boost teachers’ skills” (Khambari, et al., 2010). Resources available to both teachers and students are dramatically increased through technology. If cost is a factor for some classrooms, there are many open-source options available for all content areas. Incorporate shareware and freeware into your lessons. Social media offers a vast array of reviews and recommendations about online programs for all financial levels. In many schools, laptops are shared between several different classes to forego the expense of purchasing supplies for every student. In this case, setting up a rotation schedule of use would be beneficial. Other solutions are also available with a little extra effort. The American Institute for Research offered an interesting example from a school serving a severely economically depressed neighborhood; “maximizing their fundraising-capacity as a technology magnet school serving a high-poverty, underserved community has resulted in an enviable, technology-rich teaching and learning environment” (CITEd, n.d.).

So, here is the math problem – Is my glass half full or half empty? Am I going to look at the obstacles as insurmountable or accept the challenge and find a solution. Yes, there are obstacles; but teachers, administration, and tech companies are all working hard to find solutions – especially in this age of online learning. Learning can flow from teacher to student, and back again. Students who are more engaged will learn and retain information and do better on annual assessments. Online resources, online manipulatives, and instant feedback programs will bring our very large world into every small computer of every classroom. The whole point of a math problem is to find the solution. Therefore, I prefer to think of my glass as half full, with plenty of room for more advances and improvements in the way I engage my students in the world of mathematics.

References

Center for Implementing in Education (CITEd). (n.d.). Identifying challenges to technology integration in math instruction. https://www.ctdinstitute.org/sites/default/files/file_attachments/CITEd%20-%20Identifying%20Challenges%20to%20Technology%20Integration%20in%20Math%20Instruction%20FINAL.pdf

Conley, Laurie. (2010). Barriers to integrating technology. The Digital Librarian. https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology.

Khambari, Mas Nida Md., Luan, Wong Su, Ayub, Ahmad Fauzi Mohd. (2010). Technology in mathematics teaching: The pros and cons, Procedia – Social and Behavioral Sciences. Volume 8, Pages 555-560. https://doi.org/10.1016/j.sbspro.2010.12.077.

McDonald, S. (2012). The challenge to situate digital learning technologies in preservice teacher mathematics education. Contemporary Issues in Technology and Teacher Education, 12(4). https://citejournal.org/volume-12/issue-4-12/mathematics/the-challenge-to-situate-digital-learning-technologies-in-preservice-teacher-mathematics-education

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (Eighth). Pearson Education, Inc.