A quantitative examination of factors that impact technology integration in urban public secondary mathematics classrooms.

摘要

The problem explored in this study was whether access to technology impacted technology integration in mathematics instruction in urban public secondary schools. Access to technology was measured by availability of computers in the classroom, teacher experience, and teacher professional development. Technology integration was measured by technology use in instruction and instructional activity.;The study used a quantitative, causal-comparative research design. Both descriptive and inferential statistics were used to understand how the independent variable impacted technology integration. Central tendency, variance, frequencies, and percentages were assessed using descriptive statistics. Spearman Rho's correlation was used to determine the magnitude and direction of relationship between technology access and technology integration. Kruskal-Wallis non-parametric analysis of variance and Mann-Whitney U-test were used with alpha level of 0.05 to test for differences in teacher experience, professional development and computer availability levels.;Teacher experience had no effect on technology integration in urban public secondary classrooms. There was no difference between novice, experienced and veteran teachers and technology integration in mathematics instruction. The results for professional development indicated that teachers who participated in professional development showed significantly different (p≥ 4.77) use of computer technology for instruction and instructional activity (p≥ 5.91) in mathematics. The number of computers in a classroom significantly influenced (p≥ 37.28) technology integration in mathematics instruction in urban public secondary classrooms. The number of computers available in a classroom influenced the extent of technology integration in the mathematics curriculum in urban public secondary classrooms. Teachers who have more computers in their classroom integrated technology more frequently in mathematics instruction.;Recommendations from this study include the Preparation of a goal-oriented plan for the long-term commitment in professional development initiative for technology integration training for mathematics teachers in urban secondary classrooms. Commit the financial resources necessary for the training, support and the provision of computer technology in mathematics classrooms of urban public secondary schools.