Huang, W. (2019). Integrating educational technology: A study of secondary preservice mathematics teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10843788)

Abstract:

“This dissertation consists of three empirical studies investigating the ways a group of preservice teachers came to understand and implement mathematics education technologies over the course of a year-long teacher preparation program. In this small-scale explorative study, I attempted to paint a comprehensive picture of pre-service mathematics teachers’ learning about technology integration. The first study adopted the theory of technological pedagogical content knowledge (TPACK) by Mishra and Koehler (2006) to analyze the preservice teachers’ beliefs, knowledge, and skills in technology integration through their self-reported data. The second study employed the framework of Instrumental Orchestration from Drijvers et al. (2010) to investigate the preservice teachers’ teaching practice using technology through observational data. The third paper incorporated Doerr and Zangor (2000)’s framework to explore the role technology played when the preservice teachers integrated technology into their mathematics lessons. The findings describe the complex intertwinement of teachers’ knowledge and teaching practice throughout PST’s learning process of integrating technology. The findings showcase pre-service teachers’ capability in designing tasks that incorporate specific roles or affordances of the technology in order to support their pedagogical objective. I also explore the impact of technology in supporting mathematics discussion in the whole-class setting. The results of shared themes and individual profiles in this study provide resources for teacher educators to anticipate the common challenges faced by preservice teachers, as well as gaining a broader understanding of the potential or expectation on pre-service teachers’ technology integration.”