Pre-Service Elementary Teachers' Evaluations of Technology Tools for Mathematical Learning: A Reflective Model

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Author(s): Christopher J. Johnston (George Mason University, USA)
Copyright: 2010
Pages: 19
Source title: Technology Implementation and Teacher Education: Reflective Models
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joseph C. Kush (Duquesne University, USA), Ron Lombard (Chatham University, USA)and C. Jay Hertzog (Slippery Rock University, USA)
DOI: 10.4018/978-1-61520-897-5.ch015

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

Pre-service elementary teachers are faced with numerous technology tools which can be incorporated into their mathematics lesson plans. However, these teachers may not be experienced in evaluating technology tools for mathematical learning prior to using them. This chapter presents a reflective model for mathematics teacher educators. In a three-part activity, pre-service elementary teachers identify their criteria for evaluating technology tools, evaluate several technology tools according to their own criteria, and make recommendations for or against those technology tools. As pre-service elementary teachers reflect upon the criteria they feel are essential for evaluating technology tools, they begin to identify the specific affordances and limitations of the technology tools. This chapter describes this three-part activity by placing it within the context of a model for mathematics teacher education.

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