TECHNOLOGY IN THE CLASSROOM 1

Recellie M. Mandado M.A.Ed. - Secondary Math

This paper presents a model of how teacher educators can be catalysts in producing
teachers who are prepared to integrate technology into the mathematics classroom and
suggests directions for future research in this area.
Research reveals positive effects on teaching and learning when technology is used
to its fullest potential. It is therefore important that teacher education programs determine
effective ways to prepare teachers to integrate technology into their classrooms. The study
described in this paper investigated the effects of engaging pre-service teachers in training
sessions designed to prepare them to integrate technology into mathematics instruction.
Findings revealed that the training sessions promoted the pre-service teachers awareness
of, appreciation for, and confidence in their ability to analyze, select, and craft technology-
based mathematics lessons. This study serves as a stepping-stone for future research.
Longitudinal investigations involving comparisons of confidence levels and lesson quality
among classroom teachers who participate in the instructional training described in this
paper with those who dont would further define the effects of the training. Incorporating
and studying the effects of the training sessions in professional development programs and
graduate courses would also provide deeper insight into its influence on in-service
teachers as well as pre-service teachers. Training teachers to integrate technology coupled
with continued investigation into its effects on teaching and learning serve to empower
technology-based learning environments. This studys model proved to be successful and
can be used by teacher educators in technology courses as well as mathematics methods
courses. The research efforts presented in this paper exemplify how higher education can
serves as a catalyst towards effective use of instructional technology.
One of the implications of the research results to classroom practice is that its a
must for the teachers to be equipped with the recent technologies especially on the
softwares used in integrating lessons in mathematics. It will be an irony on our part
knowing a lot of technologies that can be integrated and are very useful for our lesson but
we dont know how to use it.
Based on the recommendations of the researchers, we can only apply the results of
the study to teaching mathematics if we already know how to use that technology based
activity to our lesson in mathematics. Trainings and practice is a must. Also, pursuing a
masters degree is needed and taking this subject is one way wherein we can integrate ICT
in our math lessons.







TECHNOLOGY IN THE CLASSROOM 2

Abstract
Todays technology standards (International Society for Technology in Education,
2000) challenge teacher education programs across the nation to address the need to
produce computer literate teachers who are confident in their ability to choose and
incorporate instructional technology into their classroom teaching. The purpose of this
paper is to present a description and analysis of the effects of training sessions on pre-
service teachers ability to evaluate and integrate instructional technology into the
mathematics classroom. A group of 70 pre-service teachers participated in training
sessions where they evaluated the features of various Pre K-12 mathematics instructional
software and websites, and designed technology-based mathematics lessons. The training
sessions promoted the pre-service teachers awareness of, appreciation for, and confidence
in their ability to analyze, select, and craft technology-based mathematics lessons.

Reference:
Mistretta, Regina M. INTEGRATING TECHNOLOGY INTO THE MATHEMATICS
CLASSROOM: THE ROLE OF TEACHER PREPARATION PROGRAMS. The Mathematics
Educator 2005, Vol. 15, No. 1, 1824.













TECHNOLOGY IN THE CLASSROOM 3
Students Activities with Computer

Siwalo NHS 4
th
Yr. Students
The 4
th
Year students were determining the vertex of the given quadratic function,
its maximum or minimum point using the Kmplot as one of their activity in Mathematics IV.
We are living in a new knowledge based, global economy powered by technology,
fuelled by information, and driven by knowledge. Our ability to function effectively in the
21
st
century is directly linked to our ability to increase our spot knowledge in widely varied
and unanticipated areas quickly and efficiently. If we dont have the skills, we will be left
behind.
It is true that some of us in the field really dont know how to use and to integrate
the recent technology to our lessons. Im talking of the reality. In our school, 85% of the
teachers know how to use the technology specifically computers and only 50% of the
teachers integrate it to their lesson. Though, were one of the lucky schools who had been a
recipient of the iSchool project and undergone CILC Training Rollout but then there still a
need for us to progress with increasing levels of confidence and comfort using ICT.
The use of technology as espoused in the research is one of the very good example
for us too modelled and to be able to provide a technology based activity for our students.
And this will truly helped us lift the achievement of our students especially in mathematics.