Ways in which teachers plan for, implement, and review the use of learning objects as part of a primary school mathematics program

Deposited with permission of the author. © 2008 Leanne RoweA large investment has been made by the state and federal governments in an initiative to develop quality online teaching resources known as learning objects. This initiative is known as The Learning Federation (TLF). These resources have been shown to improve engagement and understanding in mathematics (Clarke & Gronn 2004; Cox, Webb, Abbott, Blakeley, Beauchamp & Rhodes 2004; Freebody 2005). Reports from a number of the state education departments and New Zealand Ministry of Education (Huntington 2006) indicate many teachers do not currently include learning objects in their programs. This four subject multiple case study, which investigated the processes undertaken for teachers to plan, implement and evaluate the use of learning objects, may assist other teachers to do so and contribute to ensuring The Learning Federation initiative makes a difference in the classroom. Results of the case study indicate that teachers approach the use of learning objects in primary mathematics in a fairly standard manner in which the learning objects are used as practice or reinforcement activities by individual students. Teachers also approach classroom management, planning and assessment in fairly consistent ways