An examination of the uses of technology in secondary school mathematics instruction

This study was conducted to examine how secondary school mathematics teachers and students use computer and calculator technologies in their classes/courses. Because of rigorous implementation of the California mathematics content standards, this study was also conducted in order to find out the role of technology in teaching mathematics. The study employed both quantitative and qualitative methods of research. This study utilized teacher surveys and interviews with school principals/vice principals. Seventh to twelfth grade mathematics teachers from public schools in California Central Valley School Districts were chosen as survey respondents. Twelve senior high schools (9th–12th grades) and eleven middle schools (7th–8th grades)/middle schools integrated in elementary schools (K–8th grades) participated in the study. Data collected through the survey were analyzed using Microsoft Excel and the Statistical Packages of Social Sciences (SPSS) on a personal computer. Means, standard deviations, and percentages were computed for the appropriate survey item. Face to face interviews were conducted with principals/vice principals of the schools where teachers participated in the survey. From the twenty-three schools that participated, this researcher was able to interview twenty-four principals/vice principals. Interviews were tape-recorded and field notes were taken. This study found that the availability of technology and resources does not guarantee that these resources will be used in mathematics teaching and learning. All of the high schools that participated were recipients of the Digital High School Grants. However, because of California budget crisis, funding for teacher training was discontinued. Some of the barriers that prevented teachers from incorporating computer technology into their courses were: lack of mathematics software that meet the content standards; rigid implementation of California content standards; teachers needed time to plan and develop their lessons; the need for technology training on instructional software and budgetary problems to purchase software and upgrade existing hardware