INTEGRATING TECHNOLOGY INTO THE SECONDARY MATHEMATICS CLASSROOM

Linda Reed

Integrating Technology

Abstract

Technology in a mathematics classroom can increase student engagement and performance. Effective technology creates a positive classroom environment that promotes learning and engages students. Learning becomes fun. With the current technological age, incorporating technology into the classroom will better prepare students for future careers in the real world. It is important to use this technology effectively and in a way that is appropriate for a particular grade level. There are different ways to incorporate technology, such as the use of laptops or iPads, or various computer software programs. Even though some educators may seem reluctant to incorporate this in their classrooms, it is imperative for student achievement.

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Integrating Technology Introduction

Today, we live in a technologically driven world with computers, televisions, and cell phones in homes across the country. Most of todays jobs require the skills and knowledge to operate these devices and use them to perform a specific task. Today we live in a high-tech global economy, where there has been an increase in science, technology, and innovation in everything we do (DeJarnette, 2012, p. 77). As educators, it is our job to prepare students for their future careers and lives as hardworking, self-sufficient individuals. Mathematics is a subject that all high school students are required to take. It is used every day and in most careers that students will be seeking in the future. Currently, American youth fall behind other developed countries in their abilities in science and math (DeJarnette, 2012, p. 78). As a country, we need to change how we are teaching our students in order to transform them into successful, lifelong learners. According to the National Council of Teachers of Mathematics (NCTM), technology is an essential tool for teaching and learning math (Souter, 2001). Integrating technology into the mathematics classroom can increase student engagement and improve student performance. In order to achieve this, educators must utilize this technology effectively and appropriately for the grade level being taught. Students will become passionate about what they are learning and pursue future careers in the field of mathematics.

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Integrating Technology Every classroom uses technology differently, depending on the teacher, students, and school as a whole. You may walk into a classroom where every student has an iPad and is using it to its fullest capabilities. There is no lecturing with students taking notes. Students even have the newest TI-Nspire graphing calculators. A few cities over, the only form of technology the students have is a TI-84 graphing calculator and a projector to display notes. There are no computers or tablets in the classroom. To use computers, the students have to go to the media center or a computer lab. Traveling to another school district an hour south, you find there are no graphing calculators in the classroom and only a few computers in the media center. The amount of technology that is available is extremely limited. As one travels from city to city, the availability of technology can change drastically. Integrating technology can be difficult. However, as long as students are learning from the technology and it is being used effectively, then the technology is serving its purpose.

How Technology is Used Effectively

How technology is used in the classroom plays a pivotal role in its effectiveness. Technology is used either every day, sometimes or not at all. In order for technology to be effective, it needs to be used on a regular basis. Even if it is not a full lesson using only technology, it can always be incorporated in some small way. Technology also needs to be used in a way that is meaningful

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Integrating Technology for students. It has to help them understand a concept on a deeper level. If it is only used for busy work, then it is not being used effectively. If it is only being used to assess students through simple multiple choice tests, it is not being used effectively. Technology should only be used to enhance learning, not hinder it. Technology has become such a crucial and important part of education that standards have been written focusing solely on the incorporation of technology in the classroom. The International Society for Technology in Education (ISTE) created technology standards that are available for teachers and students. These standards detail how technology is to be used in the classroom to create digital citizens in todays technologically based world. The ISTE Standards attempt to:

Improving higher-order thinking skills, such as problem solving, critical thinking and creativity Preparing students for their future in a competitive global job market Designing student-centered, project-based and online learning environments Guiding systemic change in our schools to create digital places of learning Inspiring digital age professional models for working, collaborating and decision-making. (ISTE, 2012)

All of these ideas can be found scattered throughout the Common Core State Standards. The push for project-based, online, and collaborative learning is a Page 4 of 26

Integrating Technology popular topic in education today, especially in the math classroom. There has also been a push for writing in the math classroom. Technology can help teachers achieve these goal.

Writing in the Math Classroom

Students strongly dislike writing in the math classroom. Being asked to justify their answers in writing is just too difficult. Even though it may not be fun, putting math problems into words is a valuable tool to help students in their comprehension and ability to clearly express their ideas (Cooper, 2012, p.80). Being able to write out how a problem was solved allows for a better understanding of the concept as a whole. Instead of having students writing their ideas down on a piece of paper with a writing utensil, why not use technology instead? Blogs, online forums, and online chats are great mediums for student writing. If our students are already on the computer all the time at home, why not incorporate mathematical writing. Approximately 83% percent of teens between the ages of 12 and 17 use the Internet or their cell phone for communication on a regular basis (Cooper, 2012, p. 81). By integrating the use of blogs and online forums, students can feel comfortable to communicate with each other in a safe and positive environment. Students can help each other with homework, with the teacher having the ability to monitor what is being written. Because they are writing for their peers, students will now have a purpose and

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Integrating Technology audience to write for aside from the teacher. Essentially, students are communicating with their friends but with different content. Blogs and online forums also encourage students who would normally not speak up in class to be active participants within the class in a different way. If they are too scared or embarrassed to ask a question in class in front of their peers, they can submit questions via the blog or forum to receive help on a particular problem. Students may discover that their fellow students have the same questions that they do and therefore they feel more comfortable discussing the content. Collaboration is a major component of using an online portion in the classroom. Even though students may not be able to meet with each other in person, they are able to work with each other through collaborative software or websites with a collaboration aspect. Sometimes a student can explain a concept to another student in a way that a teacher cannot, providing students with a place online that they can teach each other has endless benefits. In Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Darren Kuropatwa, a Pre-cal teacher from Winnipeg, talks about his use of blogging in the classroom. He utilizes the blog to post websites and different content that may interest his students. Not only can students post information, but parents can as well. Students share study habits and different information with one another. Because of his success, he intends to use the blogs with all of his classes (Richardson, 2006, p. 34). It allows educators to get students writing about educational aspects of their lives. This can include math, as well as

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Integrating Technology content from other classes. This is just one way that online writing can be incorporated into a math classroom to enhance student learning. Technology can be used as a tool to enhance this style of learning. In the real world, most high paying jobs center on using some form of technology to complete daily tasks. Even working in retail requires technological knowledge. An employee has to be able to use a register and some sort of computer software. As educators, our job is to mold young minds, help students develop into wellrounded citizens, and prepare students for a future job or career. It only makes sense that the use of technology be integrated into the classroom in order to prepare students for their future. In order for technology use in the classroom to make an impact on the lives of students, it must fully engage students in learning. Technology on its own will not solve the issues surrounding student participation, performance, and motivation. Students at the secondary level have a difficult time staying focused. They have moved from loving school in the elementary levels to wanting nothing to do with school at the middle and high school levels. They want to be adults and treated as adults. Integrating technology in the classroom can help with keeping students engaged and may even get students excited about learning again.

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Integrating Technology Opposition to the Use of Technology

Opposition to technology is apparent in every school district. It may be one teacher, multiple teachers, administration, or even parents. Each group or individual has their own reasons why technology should not be brought into the classroom. The main opposition to the use of technology in the math classroom is usually the classroom teacher. Every teacher has his or her own reasons for not integrating technology into the math classroom. Common reasons are due to lack of knowledge on the topic of technology, how to incorporate technology into the classroom effectively, not enough time, and lack of resources to integrate technology. Teachers are also unable to see the benefits of technology on student understanding, motivation and performance. Each of these fears and oppositions are valid and need to be addressed appropriately. Two main reasons teachers are less likely to incorporate technology in their classrooms is due to time and money. Integrating technology into everyday curriculum takes time away from daily instruction. It also requires extra time on the teachers part outside of school to prepare lessons using technology. Math teachers do not have time to show students how to use a particular program on their calculator because it would take more time to show them than it would to have them do it solely by hand. With the introduction of the Common Core State Standards, the amount of material that needs to be covered in a school year has

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Integrating Technology grown. Teachers have already had to alter their lessons and unit plans in order to reach the required benchmarks in mathematics. The pressure to have students excel at standardized tests such as the ACT and SAT is overwhelming for teachers, especially those in the field of mathematics. Money is another major concern of teachers in regard to classroom technology. The cost of technology can be daunting. Schools in lower socioeconomic areas may not be able to afford iPads or laptops in the classrooms. A graphing calculator is a luxury in some school districts. Technology may be at the bottom of the list of supplies needed for the school. Even in more affluent areas, technology can be a major expense. The cost of one iPad is between $400 and $700 per iPad. Laptops are between $300 and $800 depending on which laptop you purchase. Multiply that by 500 or 1000 students per school. For any school district, that is an enormous amount of money from the schools budget, just for technology devices in the classroom. Teachers do not want to spend extra time fighting for technology in their classroom, nor do they want to spend their hard earned money on technology for their classroom. Money is a major issue in many schools in todays society. Lack of resources is another common reason why educators are not incorporating technology into the classroom. Not only is there no funding for technology, but teachers have trouble locating resources that can be used. Coming up with an activity that fits the content you are teaching and integrates technology into the curriculum while keeping students engaged is a challenge.

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Integrating Technology Teachers look to fellow educators for ideas and advice. Finding these resources either online or through reaching out to colleagues takes time that some teachers may not have. The school district may not have the software or equipment that is necessary to make these lessons possible. A common fear amongst teachers is their lack of knowledge about technology. A study done by the National Center for Education Statistics in 1999 surveyed 3,560 public school teachers. Only 20% of teachers felt prepared to integrate technology into their teaching (Souter, 2001). Technology is constantly changing. Once everyone becomes familiar with one device, a new one comes out 6 months later. There is always a new App coming out or a new piece of software being released. It is nearly impossible to stay on top of all the change. Some teachers may have not grown up with this technology and therefore have a difficult time adjusting. Even young teachers who have grown up with technology may have difficulty incorporating technology into their busy classroom schedules. There is a lot of technology out there, making it difficult to decide which pieces can be used to enhance student learning and which ones cannot. It takes time to determine which technology to use in lessons. For some educators, it is easier to keep lessons the way they are and neglect the use of technology completely. Students will never have to know that their teacher is struggling with learning a new and difficult concept. Incorporating technology into the classroom effectively is difficult to do. Any teacher can use a graphing calculator or a tablet in a math classroom. Any

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Integrating Technology teacher can point students to a computer and tell them to complete a particular online assessment. However, not all teachers can use this technology effectively in a way that enhances student learning. It takes time and effort on the part of the teacher to plan and educate themselves on this technology and how to use it effectively. For some educators, using technology is simply not worth it. Even experienced teachers, with strong backgrounds in mathematics, show hesitancy to integrate technology because they do not see how it can enhance or improve student achievement (Pierce & Ball, 2009,p.302). They do not see the value of using it in the classroom. They have no way of knowing if a particular software will benefit students. Will it increase their motivation to actually learn a particular concept or skill? Will students perform better on tests if technology is incorporated into classroom activities? If they do not perform better, then what is the reason for spending time and energy into integrating technology into daily classroom instruction? Some teachers believe that students learn best if they first use by-hand (pen and paper) skills for new procedures and then later move to using technology as the procedures increase in difficulty (Pierce & Ball, 2009, p.302). It is important for students to learn mathematical concepts first by hand, in order to fully appreciate what technology can do for them and how it can make learning mathematical concepts easier.

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Integrating Technology Effect on Student Learning and Achievement

Using technology in the math classroom can greatly influence student performance in a positive way. In order for students to perform better, they must first become engaged with the content. For many students, math is their least favorite subject or the subject they struggle with the most. They do not see the value in the content being taught. The most common question math teachers hear from students is, where am I going to use algebra in real-life? When am I going to need to use the Pythagorean Theorem in my everyday life? As educators, it is our job to increase student engagement in order to enhance learning. In turn, this will increase student motivation and improve student performance in mathematics. In order to fully understand the influence technology can have on student performance, it is beneficial to look at various schools where technology is being implemented. Melissa Souter completed an action research study on the effects of technology on an algebra classroom. The study looks at two different types of classrooms, a technology-enhanced classroom and a traditional algebra instruction classroom. This study focuses on student achievement, motivation, and attitude in regard to algebra. This study was done with four teachers for five algebra classes with 92 students. It is important to take a look at how frequently teachers and students were using the technology in the classroom. In the technology-enhanced classroom, 96% of the students stated that their teacher

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Integrating Technology used technology on a daily basis. In the traditional classroom, 71% of the students reported that their teacher never used technology. This is a dramatic difference between the two classrooms. The results of the study produced promising results. Fifty-four percent of the students in the technology-enhanced classroom reported higher grades and only twenty-six percent of students in the traditional algebra class reported higher grades. In the technology-enhanced classroom, 98% of the students received grades of a C or better. In the traditional algebra class, only 87% of students had grades of C or better. This is a significant difference in student achievement. In regard to student motivation, more students participated in the technology-enhanced classes versus the traditional algebra classes. Students in both the traditional and technology-enhanced classrooms stated that the use of technology motivates them to learn algebra. The technology keeps them engaged, motivating them to participate. In the technology-enhanced classrooms, 90% of students participated compared to 79% in the traditional classroom. Student participation is a major factor is student achievement. When it comes to math, practice makes perfect. If students are not practicing or actively participating on a regular basis during classroom instruction, they are not going to be as successful. Technology-enhanced and traditional algebra classes both reported that technology use in the classroom makes content easier to understand and more interesting.

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Integrating Technology In order to gauge student attitudes towards using technology in the algebra classroom, students were interviewed. When asked if they enjoyed or would enjoy using technology in algebra, 85% of the technology-enhanced students and 80% of the traditional students agreed. Similar percentages were found when students were asked if technology made algebra easier to learn. More students in the technology-enhanced classroom believed that using technology in the classroom was important than in the traditional classroom. Surprisingly, a higher percentage of students in the traditional classroom stated that learning algebra was important. Even though they did not use technology on a regular basis, they viewed algebra as important. Even though this is one study from a particular school, the insight provided by the study has merit and value. Technology did enhance student performance and motivation. In some aspects, it made a significant difference. In the technology-enhanced classroom, students were more likely to defend their answers. They felt more confident because of the technology they were using. Overall technology improved education in the algebra classroom. So what can this study tell us as educators? Educators reading this study should feel encouraged to use technology in their classroom. It can make a difference in the way students behave and perform in regard to instruction. Even though this study focused on an algebra class, I believe that it can be applied and implemented in other math classes, including geometry, statistics, calculus, etc.

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Integrating Technology Technology can keep students engaged and focused on the content being taught. Another study was conducted at Patriot High School (PHS) in Massachusetts by Robert Hannafin and Wellesley Foshay. PHS is a different name, but represents a real school that implemented a computer-based instructional (CBI) course. This course was designed to help at-risk students pass the MCAS, an end of the year competency exam given to students throughout the state. The course was created to improve student performance on this standardized test. Students had taken the test in 8th grade and performed poorly, specifically in the math sec0th grade students was number 15 out of 16. The district had to come up with a plan to fix this problem. The program was created using Plato Learning Systems. In the CBI program, students completed modules and were allowed to work at their own pace. Once they became proficient at a particular concept, students were allowed to move on to the next module. Students were provided with immediate feedback on their progress. A teacher was present, that was able to provide one-on-one instruction to those students that required extra help or had questions regarding content (Hannafin & Foshay, 2008). Overall, student scores on the MCAS test in mathematics improved drastically over the course of one year. The passing rate rose from 62% in 19992000 to 84% in 2000-2001. This is a big increase over the course of just one year. Student performance improvement was higher in the CBI class versus the

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Integrating Technology traditional non-CBI class. This is just another example of how technology can enhance student learning and achievement. (Hannafin & Foshay, 2008). Technology can also help students with more difficult mathematical concepts. When performing complex operations in order to solve a problem, it is easy to make mistakes on the basic operations of addition, subtraction, multiplication, and division because the focus is on the more difficult portion of the problem. Teachers can focus on: More realistic or important problems. Exploration and sense-making with multiple representations. Development of flexile strategies. Mathematical meaning and concepts. (Center for Technology in Learning, SRI International, 2007, p.2). With all the content that needs to be covered in a school year, teachers do not have the time to cover every single step of every problem by hand. It is not just speeding up the learning process. It allows for more depth instead of breadth. Integrating technology simplifies a great many rote tasks, allowing its users to focus on other, presumably more advanced, aspects of their work (Coppola, 2004, p. 1). Once students understand the concept by hand, they can then use technology to simplify the process, making the more difficult content easier to understand. In turn, this will improve student performance.

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Integrating Technology How to Use Technology in the Classroom

Technology can be incorporated into the math classroom in various ways. Technology can consist of solely software components or can include hardware devices as well. For some schools, it may not be an option to have both in the classroom, readily accessible for every student. For some, integrating free online software into daily lecture is all that is possible. Certain types of technology may work in some classrooms or for only a certain number of students. Therefore, teachers need to fully evaluate each piece of technology they intend to use before, during, and after instruction takes place. One piece of technology found in most classrooms is the graphing calculator. The new TI-Nspire is the latest graphing calculator to hit the market. One version graphs in color. The other has an interchangeable keypad, allowing users to switch between the TI-Nspire and TI-84 keypad. These new calculators can be used with navigator systems, allowing students to use the calculators as clickers for formative assessment. Teachers can have students answer questions and have an understanding of whether they have grasped a particular concept before the class period has ended. After a question is created and sent to the students, their responses are recorded and then sent back to the teacher. They can then be collected and displayed to find common mistakes amongst students. Students can use these calculators to eliminate some of the busy work involved in solving more complicated problems. It can also be used to check answers,

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Integrating Technology providing students with immediate feedback. Immediate feedback is crucial for student improvement. Graphic calculators are a great educational tool that have been used for many years and will continue to be used in mathematics classrooms. Another great feature of the TI-Nspire graphing calculators is the resources found on the TI Education website. It provides teachers with various activities they can implement in their classrooms. If there is a classroom set of colored TI-Nspires, students will be able to see math in a whole new way. Students can manipulate objects in the x-y plane in order to see how changing a specific term can change the graph of an equation or the shape of a particular object. There are even activities that provide real-world connections between the mathematical content being taught and a real-world situation. This engages students and presents material in an exciting and fun way. Boring worksheets can be avoided for homework practice. Activities such as the ones provided above are an authentic form of assessment that can be used in the classroom thanks to technology. Another way to incorporate technology into the classroom is through BYOD programs. Bring your own device, BYOD, is a way for students to use the technology they use every day outside of class, into the classroom. For some students, this may be a cellphone, laptop, or tablet. Students are already comfortable with these tools and therefore, they can be easily integrated into classroom. Using student devices requires less instruction on how to use that

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Integrating Technology particular device. If teachers use a classroom set of a particular device, every student may not be familiar with this piece of technology. Therefore, a portion of class time must be used in order to demonstrate use of this device. Allowing students to use their own devices will eliminate this use of classroom instruction. Computers are powerful technological tools. In the book The Technology

Fix (2004) written by William Pflaum, he visits different schools that implement
and use technology in different ways. Computers are used as teaching machines, as productivity tools, as Internet portals, and as data processors (Pflaum, 2004, p. 189). In the mathematics classroom, it easy to use computers for one or a combination of these uses. He also comments on the fact that technology can benefit lower level students in a major way. The computer can be just what a student needs to stay focused and engaged during instructional time. It is important for us to realize that integrating computer use into the classroom effectively requires time. It is not something that can be accomplished overnight. Computers can be used in a multitude of ways. As educators, it is important to properly evaluate how computers are being used. Another device that is being integrated into the classroom more and more is the tablet. Because it is a portable device, it is ideal for the classroom setting. Students can move about the classroom freely in order to work in a group setting or individually. Tablets are also cheaper than purchasing full laptops or computers. Students can download various apps to use for research or for educational activities and games. Depending on the school district, some may

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Integrating Technology use the iPad or the Samsung Galaxy Tablet. Tablets have been developed that have been created specifically for use in the classroom. Intel has developed Education Tablets. They are available in two different sizes and are specifically designed for the classroom. It has a camera and is made for collaboration with fellow students. The new 10 tablet comes with a snap-on magnification lens, which supports inquiry-based learning with close-up views, and a plug-in thermal probe that expands the type of experimentation and exploration possible (Intel, 2013). The tablets have specific built-in software designed for learning. This is just one example of the many devices that can be integrated into classroom instruction. Not only can schools use actual devices to integrate technology into the curriculum, but educational software can be used to enhance learning as well. Khan Academy is a newer website that is full of videos and resources for teachers and students to use to study mathematics, as well as other subjects. Salman Khan, the creator of Khan Academy, provides videos with step by step instructions on how to tackle various concepts in mathematics. There is test prep and videos for students ranging from 3rd grade through college courses. Teachers can setup accounts where students have different assignments that they can complete on any device. These assignments provide students and teachers with immediate feedback of their progress. This type of learning allows for students to work at their own pace. They do not have to feel rushed to complete a particular assignment and they will be able to learn the content itself

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Integrating Technology at their own pace. Instead of being guided by the teacher through notes, students are able to watch a video as many times as necessary and pause when they need additional time to digest the information being presented to them. During class instruction there is no pause button to allow students to take a moment to fully digest what the teacher has just shown them. Other ways to integrate technology in the classroom is through digital games, social networking, and simulations. These forms of technology can be used to engage students in learning across the curriculum. Games and simulations are used to train doctors and military personnel and are even used to train employees in various businesses (Klopfer, Osterweil, Groff & Haas, 2009, p.2). Over 154 million Americans play video games (Klofter, et al., 2009, p.4). This is an overwhelming number. If video games are so common and greatly used in our society, why not integrate them into the classroom in a meaningful way? One popular game, World of Warcraft, has aspects that can be used to help students in education. According to Green & Harmon there are skills of a guildmaster that can be applied to learning in the classroom. Some of these skills include attracting, evaluating, and recruiting new members, creating apprenticeship programs, orchestrating group strategy, and managing disputes (Klopter, et al., 2009, p.5). Not only are these skills needed in the classroom, but various jobs in the real world as well. Most people would not even consider World of Warcraft as an educational tool. Sometimes educational tools do not

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Integrating Technology have to have specific math problems built into them. It is important for teachers to evaluate each type of software carefully in order to fully understand the educational benefits it can provide.

Conclusion

Integrating technology into the classroom is not an easy process. It requires a great amount of time and energy on the part of the classroom teacher. However, the benefits for the students greatly outweigh the struggles for the classroom teacher. Our job as educators is to prepare our students for their futures, as individuals and members of the workforce. We live in a technological world, where everything is driven by computers and the Internet. Everything is centered on technology. If you cant beat them, join them. Learning how to integrate technology effectively can be difficult to do. There are various resources available that can make this task easier and more attainable. If your school district cannot afford educational tablets or iPads for your classroom, there are free online sources and software that can still bring technology into the classroom. It does make a difference. Students are more engaged and motivated to learn mathematics. Even at the secondary level, school is the last thing on students minds. Using technology makes the content more exciting for students, and can provide them with real-world examples. This will boost student performance and make our jobs as educators a little bit easier. I encourage all

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Integrating Technology teachers to take a moment to evaluate how they use technology in their daily instruction. How can you integrate technology more or even at all, for teachers who rarely utilize the power of technology? Evaluate various resources and implement them in your classrooms and see the difference technology can make in the classroom.

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Integrating Technology

References Center for Technology in Learning, SRI International. (2007). Research Note # 8 Why should a teacher use technology in his or her mathematics classroom? Retrieved fromhttp://ti researchlibrary.com/Lists/TI%20Education%20Technology%20%20Resear ch%20 ibrary/DispForm.aspx?ID=50

Cooper, A. (2012) Todays technologies enhance writing in mathematics. The Clearing House, 85, 80-85.

Coppola, Eileen M.(2004). Powering up: Learning to teach well with technology. NY: Teachers College, Columbia University. Eileen Coppola provides educators with ways to successfully use technology in the classroom. Computers are the main focus in this text. Real-word examples are found that pose different situations teachers may come in contact with. This is what we try to create for our students through the use of technology, making the material come to life. The text motivates teachers and shows them the benefits and importance of using technology in the classroom and how to use it in a creative, meaningful way. DeJarnette, N. K. (2012). America's Children: Providing Early Exposure to STEM (Science, Technology, Engineering and Math) Initiatives. Education,133(1), 77-84.

Hannafin, R., & Foshay, W. (2008). Computer-based instructions (CBI) rediscovered role in K-12: An evaluation case study of one high schools use of

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Integrating Technology CBI to improve pass rates on high-stakes tests. Educational Technology Research & Development, 56(2), 147-160. International Society for Technology in Education, (2012).Why are the iste standards so important?. Retrieved from https://www.iste.org/standards

Intel. (2013). Intel education tablets. Retrieved from http://www.intel.com/content/www/us/en/educationsolutions/tablets.h ml Klopfer, K., Osterweil, S., Groff, J., Haas, J. (2009). Using technology of today, in the classroom today: The instructional power of digital games social networking simulation and how teachers can leverage them. The Education Arcade. 1 20.

Pflaum, W. D. (2004). The technology fix: The promise and reality of computers in our schools. ASCD.

Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, 71(3), 299-317.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. California: Corwin Press.

Souter, M. T. (2001). Integrating technology into the mathematics classroom: An action research study (Doctoral dissertation, Valdosta State University).

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Integrating Technology

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