An effective leader will use technology to facilitate and improve learning through the implementation and support of professional development for all teachers. Thus, the importance and impact of technology in the classrooms does not lie in the technology itself, but in the appropriate training and use of it by the teacher (as cited in Garofalo, Stohl Drier, Harper, Timmerman, & Shockey, 2000). Using technology can facilitate and improve learning in mathematics while enhancing student engagement and self-regulated learning (Roschelle et al., 2007; Kramarski & Hirch, 2003).
Having technology can either make for a better teacher or make for a less effective teacher. If the technology is present and the teacher takes time to learn to use it and teaches the students how to use it, then it can be beneficial. Educational leaders have the complex task of providing appropriate technology training for teachers in order to prepare them to use it in the classroom (as cited in Garofalo, Stohl Drier, Harper, Timmerman, & Shockey, 2000). Professional development opportunities should focus on conceptual and instructional issues; most importantly, there should be regular follow-ups in order to ensure that the teachers will appropriately incorporate technologies that allow for student success (as cited in Garofalo, Stohl Drier, Harper, Timmerman, & Shockey, 2000). Teachers must be prepared to incorporate a wide range of activities that engage students in self-regulated learning to facilitate mathematical thinking by using technological tools (Garofalo, Stohl Drier, Harper, Timmerman, & Shockey, 2000; Kramarski & Hirch 2003). "Teachers who learn to use technology while exploring relevant mathematics topics are more likely to see its potential benefits in their subsequent teaching" (Garofalo, Stohl Drier, Harper, Timmerman, & Shockey, 2000). Therefore educational leaders must "facilate the use of technologies to support and enhance methods that develop higher-level thinking...and problem-solving skills" (TSSA, 2001).
In a recent study, results showed that students who recieved instruction through the integration of a computer algebra system (CAS) and self-regulation learning (SRL) in mathematic instruction outperformed students on algebraic thinking and regulated their learning more effectively than students who recieved only instruction by the CAS (Kramarski & Hirch, 2003). According to Kramarski and Hirch (2003), self-regulation means "having the ability to develop metacognitive knowledge, attitudes, and control behaviors which enhance and faciliate future learning." Another similar study was conducted in two distinct regions of Texas - Dallas/Fort Worth region and Rio Grande Valley Region - with the effects of SimCalc (a math computer program and curriculum) in math classrooms (Roschelle et al., 2007). The results from this study indicated that students that recieved instruction with the SimCalc curriculum and materials had an improvment on test scores in both regions. Teachers who used the SimCalc approach received training in the implemenation of the curriculum and successfully used the materials which showed gain in student learning despite variation in gender, ethnicity, poverty, and prior achievement (Roschelle et al., 2007).
Therefore, in order for technology to be effective in student learning, the teacher is the key driving force to bringing improvement in mathematics while teaching with technology (as cited in Garofalo, Stohl Drier, Harper, Timmerman, & Shockey, 2000). "Teachers' effective use of technology to enhance their students' learning opportunities in mathematics classrooms depends on the didactic possibilities linked with its use" (Kramarski & Hirch, 2003). Thus, educational leaders must provide teachers with "quality professional learning opportunities" that will improve learning and teaching with technology (TSSA, 2001).
Works Cited
Garofalo, J., Drier, H., Harper, S., Timmerman, M. A., & Shockey, T. (2000) Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Retrieved from http://www.citejournal.org/vol1/iss1/currentissues/mathematics/article1.htm
Kramarski, B., & Hirch, C. (2003) Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning, 19. Retrieved from http://w3.balikesir.edu.tr/~demirci/m2.pdf
Roschelle, J., Tatar, D., Schechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., & Stroter, A. (2007). Can Technology Enhanced Curriculum Improve Student Learning of Important Mathematics? SRI International. Retrieved from http://math.coe.uga.edu/olive/emat9640/SimCalc_TechReport01.pdf
TSSA Technology Standards for School Administrators (2001). TSSA Collaborative. Retrieved from http://www.ncrtec.org/pd/tssa/tssa.pdf
You are so right! I've been an employee in two districts that spent money on technology and expected teachers to use it in their lesson plans extensively, but did not allocate the funds to train the teachers. The administrators really pushed the teachers to employ the, new expensive, technologies (what a nightmare for all concerned). It took a few "wasted" years but the Admin folks caught on and now we have some very useful products and professional development opportunities.
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