Learning to Integrate Technology in Early Math Classrooms: An Empowering Collaborative Learning Experience

Autor/inn/en	Larsen, Shannon M.; McCormick, Kelly; Coburn, Lisa; Henry, Colleen
Titel	Learning to Integrate Technology in Early Math Classrooms: An Empowering Collaborative Learning Experience
Quelle	In: Childhood Education, 99 (2023) 4, S.48-55 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2023.2232281
Schlagwörter	Educational Technology; Technology Integration; Technology Uses in Education; Mathematics Education; Primary Education; Kindergarten; Grade 1; Grade 2; Tablet Computers; Elementary School Teachers; College Faculty; Researchers; Cooperative Planning; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Tablet computer; Tablet PC; Computer; Digitalrechner; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Researcher; Forscher; Elementare Mathematik; Schulmathematik
Abstract	In 2014, over 30 classroom teachers and administrators from one district joined higher education faculty and researchers from an educational non-profit organization to begin a three-year collaborative project. They wanted to find ways to leverage the use of one-to-one mobile technology (tablets) in kindergarten-2nd-grade mathematics classrooms to improve student learning. During our first summer, we studied high-quality mathematics instruction and research-based strategies for integrating technology into classrooms. They engaged in rich mathematical tasks using open apps that support high-quality instruction, such as those found at the Math Learning Center, and examined ways in which the district's curricular materials aligned with their work. After exploring screencasting tools, the teachers became interested in how such tools might help students engage in mathematical communication. Screencasts, a form of interactive whiteboards, allow users to record their work on a device, upload pictures and screenshots, and record their voices. In this article, the authors share their reflections on both the integration of technology into mathematics classrooms and the collaboration that supported the work. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01