Building Teacher Confidence in Technology Integration in the Mathematics Classroom

Jhodi Leong
University of British Columbia
ETEC 533
Samia Khan

Description of the Issue

The ability of technology to enhance student learning and understanding of STEM fields is supported by the ways that a
teacher integrates technology into instruction. A STEM teachers level of confidence in using and implementing a
technology is a significant factor in the types and amount of learning opportunities offered to students. Although
technology has been shown to be an effective learning tool in creating students understanding in STEM fields such as
mathematics (Wachira & Keengwe, 2011), technology is being underutilized in part due to lack of teachers confidence in
their ability to implement it. By intertwining STEM education with academics in a meaningful way, students are given
the opportunity to form the crucially important links between previous knowledge, new knowledge, and the application of
knowledge (Leong, 2014). In order to achieve this meaningful integration however, teachers [must be] adequately
prepared to use the technology so that they know its limits and how to integrate it with other approaches (Leong, 2014).
Findings from interviewing two teachers in January 2014 revealed that one teacher who experienced minimal focus or
education on technology integration during teacher education courses and throughout her career marginally utilized
technology in her teaching practice and expressed concern about network issues and reliability, while one teacher whose
teacher training emphasized technology integration and who has continually used and experimented with technology in his
teaching practice felt confident in his ability to integrate technology in a meaningful way that would provide his students
with advantageous learning opportunities.
An underlying assumption on this issue is that the majority of teachers want to learn more about technology integration and
feel confident in their ability to learn how to effectively implement technology into their teaching practice to enhance
student learning and provide greater educational opportunities. In STEM education, especially in the field of mathematics,
conceptualizing and visualizing concepts is essential for deeper understanding, yet too frequently students rely on their
ability to follow a process without knowing why. It is important to take advantage of technology to provide students with a
wide variety of learning opportunities to offer them greater prospects of forming connections in their learning. The ability
of digital technology to provide content and learning opportunities in a variety of forms such as audio, visual, written, etc.
can help to address conceptual challenges by offering students a style of learning that is conducive to their preferences
(Leong, 2014). Only when teachers feel confident in using a technology and are adequately educated on effective
integration to achieve meaningful learning is technology integration of benefit to students. When technology is used at
[a] surface level, it can promote misconceptions by not emphasizing the importance of creating links between prior
knowledge and new knowledge through the process of understanding (Leong, 2014). Teachers do need to understand as
much of the technology as possible to make sure that [they] are able to ask questions of an appropriate level to get the
mathematics out; adequate training and support must be provided to teachers to make them feel comfortable and confident
implementing a technology into their classroom (Leong, 2014). In order to address the disconnect between teachers
positive views of technology impact on learning experiences for students and lack of actual technology integration,
professional development opportunities need to be extended to teachers that focus on the development of technology skills
and specific applications to STEM fields such as mathematics, as well as continued support for daily activities. This will
help boost teacher confidence and reduce anxiety towards technology integration.
Annotated Bibliography
The library database ERIC and Google Scholar were searched using the keywords (teacher confidence) AND (STEM OR
mathematics) AND (technology integration), producing 21 results from which the article A Quantitative Study on the
Relationship Between Teachers Technology Perceptions and Math Proficiency (2009) by Vernon William Wooldridge
was selected for its focus on cognitive factors and implications of teachers perceptions that could enhance instructional
technology integration practices. The keywords were then changed to (teacher confidence) AND (technology integration)
AND (student learning) AND mathematics. From these results, the article Technology integration barriers: Urban school
mathematics teachers perspectives (2011) by Patrick Wachira and Jared Keengwe was selected for its findings of teacher
anxiety and confidence as an external barrier for technology integration and their collection of supporting quantitative and
qualitative data. Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs,
Experiences, and Impacts (2010) by Anne Bennison and Merrilyn Goos was located using CiteULike and was selected for
its data and analysis of the impact that teacher confidence had on technology integration and the exploration of potential
steps towards resolution. This article was found through membership of the group ETEC533 on CiteULike in the
mathematics and professional development folders of resources. Search results from all databases were limited using the
following criteria:
Full text must be available
Must be peer reviewed
Timeframe was limited to articles published in the last 5 years to ensure relevant, up-to-date data, with higher
importance given to more recent search results

Articles were chosen from these search results based on specifically addressing teacher confidence in relation to
technology integration, use of raw data, published in primary, scholarly journals, and data collected in North America or a
similar economy; selection of secondary grade levels (grades 7-12) were considered. Final selection was based on data
being collected from accredited educators on the topic of confidence and technology integration, evidence of appropriate
data collection and analysis methods, and insightfulness on technology integration and student learning as well as apt
recommendations for future improvement. Articles were excluded that were limited to data on a specific technology, did
not explicitly address teacher confidence in relation to technology integration, included personal opinion not grounded in
recorded data, scholarly opinions, manuals, and guidebooks.
Title: Technology integration barriers: Urban school mathematics teachers perspectives
Research Problem: Despite increased funding and acknowledgement of the necessity of technology integration in schools,
a decline in classroom use of technologies has inspired the exploration of the perspectives of urban teachers on barriers that
deter technology integration in their mathematics classrooms. This study used three questions to guide its research:
1. What are some of the technologies that are available for teaching mathematics?
2. What are the primary reasons as to why technology is not widely used in the teaching of mathematics?
3. What are the major reasons as to why teachers do not use technology in their classrooms?
Initial framing of the issue of teacher confidence sought to explore the impact on technology-enhanced mathematical
learning opportunities offered to students, revealing that teacher confidence was considered a potential barrier to technology
integration in the mathematics classroom. This study identified teacher confidence as a deterring factor impacting the
quantity, willingness, and desire for technology integration.
Theoretical Framework: Internal and external barriers (framework by Snoeying & Ertmer, 2001) are used to explore
potential factors associated with technology integration.
Investigation: A mixed methods approach with data collected from 20 teachers (15 females and 5 males) enrolled in a
graduate course (Teaching mathematics with technology) at a large mid-western university in the United States was used.
Qualitative data was collected via teachers written responses to the three guiding questions, class discussions and in-depth
interviews, allowing for an opportunity to clarify responses. Quantitative data was collected via teachers responses to a
survey adapted from previous research that included items designed to evaluate teacher beliefs and attitudes about
technology use in mathematics, as well as course/classroom discussion/observation.
Results: Qualitative data was analyzed using thematic analysis; each data source was independently analyzed for patterns
used to sort emerging themes and coded to one theme only. Triangulation was ensured through the use of multiple data
sources, double-checking findings between multiple researchers, and checking for convergence between relationships.
Analysis and reflections was ongoing throughout the semester, helping to clarify responses on the questionnaire.
Qualitative data results (themes):
External Barriers: Availability of technology, Unreliability of technology, Technology support & technology leadership
Internal Barriers: Lack of time, Lack of knowledge, Anxiety and confidence
For this issue, the internal barrier anxiety and confidence was of greatest interest; unreliability of technology and lack of
assistance was cited as one causal factor.
Quantitative data results (relevant to this issue):
Teacher Dispositions to Learn: All teachers expressed positive attitudes and enjoyment using technology and were
willing to learn instructional use; the majority we confident that they could learn if given appropriate resources.
Appropriate Uses of Technology: These teachers generally agreed that technology offered cognitive advantages to
improve student understanding of mathematics and greater learning opportunities for students, recognizing
technology as motivational, making math fun.
Authors Interpretation of Results: Researchers concluded that although these teachers lacked confidence in their abilities
to integrate technology, they were confident about their ability to learn and the positive impact on student learning
opportunities. Time to learn, plan, and collaborate with other teachers, as well as PD opportunities were factors that could
build confidence. Implications and recommendations for the future involved immediate measures to overcome these
barriers such as forming professional learning communities, taking advantage of current technology resources,
strengthening teacher support such as context-specific district PD opportunities to address teacher questions and
misconceptions on how to address educational objectives, encouragement to experiment, and administrative support.
Education on the pedagogy of technology integration and TPCK framework will help teachers integrate technology into
their classrooms.
Authors:
Citation: Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics
Patrick
teachers perspectives. Journal of Science Education and Technology, 20(1), 17-25. Retrieved from

Wachira &
Jared
Keengwe

http://search.proquest.com.ezproxy.library.ubc.ca/docview/854551982?accountid=14656

Title: Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences
and Impacts
Research Problem: Through analyzing the relationship between participation in PD opportunities and changes in teachers
knowledge, understanding, and skills in teaching mathematics with technology will help identify characteristics and PD
needs of teachers. Three framing questions for this research were:
1. What are the technology-related professional development experiences and needs of secondary mathematics
teachers?
2. What are the professional and demographic characteristics of teachers who participate in technology-related
professional development?
3. What relationships exist between participation in technology-related professional development and teachers
confidence in their technology skill ad their pedagogical beliefs about using technology to teach mathematics?
This study analyzes confidence as a hindering factor to technology integration in the mathematics classroom and potential
causes and resolutions.
Theoretical Framework: An adaptation of Valsiners zone theory of childhood development designed to investigate
interactions between teachers, students, technology, and the teaching-learning environment extends Vygotskys concept of
zone of proximal development, integrating the social setting and goals and actions of participants. Two zones- 1) zone of
free movement (structures learners interactions within the learning environment, ie. school environment constraints) and 2)
zone of promoted action (actions of a more experienced or knowledgeable person to promote specific types of learning, ie.
opportunities to learn from pre-service educators, colleagues, and PD)- allow investigation into types of teacher knowledge,
experience, and contexts that previous research proves to be crucial for effective technology integration in mathematics.
Investigation: 456 secondary schools were provided with two surveys based on previously used instruments- 1) the School
Technology Survey (collected data on school context), and 2) the Teacher Technology Survey (collected information on
use, experience, attitudes, and professional development through 18 choice responses and 1 open ended question). 89
School Technology Surveys and 485 Teacher Technology Surveys were returned completed. Relationships were analyzed
by conducting chi-square tests of the frequency distribution obtained by cross-tabulating responses to items.
Results: Although access and software impact frequency of technology use, teachers lack of skill and confidence, as well
as uncertainty about the benefits of technology for students mathematics learning were also key factors discouraging use.
Time and access were seen as significant hindrances. Evidence of dependent relationships between participation in PD and
teacher confidence and attitudes was evident. Teachers who had not participated in PD opportunities were more likely to be
uncertain about statements that technology helps student understanding of complicated math content. Teachers who had
participated in PD opportunities on technology in mathematics were more confident in their technology skills and had more
positive outlooks on benefits for student learning.
Authors Interpretation of Results: PD participation relates to greater teacher confidence with technology and a more
positive attitude towards potential benefits for student learning of mathematics. PD opportunities also have been shown to
effect teacher change in classroom practice and could therefore enact change in the frequency of use of technology
implementation in classroom practice.
Authors:
Citation: Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of
Anne
professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1),
Bennison & 31-56. Retrieved from
Merrilyn
http://search.proquest.com.ezproxy.library.ubc.ca/docview/742871092?accountid=14656
Goos
Title: A Quantitative Study on the Relationship Between Teachers Technology Perceptions and Math Proficiency
Research Problem: An exploration of relationships between teachers instructional technology perceptions and the
proficiency levels of mathematics students is explored to understand teacher apprehension in integrating technology despite
increased funding and reports of positive influences of technology in facilitating mathematics learning. Cognitive factors
and implications of teachers preparedness that could enhance instructional technology integration practices to improve
students mathematics proficiency levels are essential.
Theoretical Framework: Davis TAM guides the examination of teacher-perceived benefits of instructional technology

integration. Cognitive-based theories were used to examine relationships using social psychology principles to analyze
behavioural factors. Teachers would use CAI if the perceived usefulness exceeded the required effort to integrate the
technology.
Investigation: A quantitative correlational study examines the relationships between teacher-perceived benefits and ability
to integrate technology and the effect on students math proficiency scores. The independent variable was teacherperceived benefits and ability to integrate academic technology as a viable component of increased proficiency levels and
the dependent variable were student math proficiency scores from standardized test results. A modified version of the
Technology Beliefs and Competencies Survey was used, including 3 sections- background information, technology beliefs
(11 Likert-style items about teacher perceptions of instructional technology integration), and technology integration (10
Likert-style response items to assess teachers use of technology in support of lesson design and presentation).
Results: Limitations of this study were recognized to be purposive sampling to collect data, decreasing generalizability, and
lack of sufficient statistical support to explain why teachers were apprehensive to use technology to facilitate mathematics
instruction. The majority of teachers surveyed reported that they do not use computer technology in their mathematics
classrooms at all or only once a month, but were favourable about the potential benefits of instructional technology. One
third of teachers surveyed declared that they felt well/very well prepared to use computers for instruction. Other CAI
factors such as effective technology integration strategies, appropriateness of software and ability to use technology were
additional factors influencing integration. Results confirmed that teachers were apprehensive when using technology in
facilitating mathematics instruction due to lack of confidence and knowledge of integration.
Authors Interpretation of Results: Funding should not only be placed on technologies, but on developing effective
strategies for teachers integration efforts in the field of mathematics. Challenges for educators are learning to use and
sustain a level of confidence to effectively integrate technologies, employing effective strategies for implementation, and
need to have practical exposure and experience.
Authors:
Citation: Wooldridge, V. W. (2009). A quantitative study on the relationship between teachers' technology
Vernon
perceptions and math proficiency. (Order No. 3393493, University of Phoenix). ProQuest Dissertations and
William
Theses, , 155. Retrieved from
Wooldridge http://search.proquest.com.ezproxy.library.ubc.ca/docview/305126451?accountid=14656. (305126451)
Conclusion
A common assumption found in this research was that although there is wide recognition that technology can positively
impact mathematics learning and education, technology is currently being underutilized in classroom practice. Each of
these articles proposes that teacher confidence in technology skills and implementation methods is a key factor in
willingness and frequency of use for technology integration. These studies are in agreement that professional development
opportunities that are context-specific to implementing technology in the mathematics classroom can instigate major
change to increase confidence levels for teachers and therefore increase the willingness and frequency of use of technology
in classroom practice. Further exploration of why teachers lack confidence needs to be explored to better understand
teacher hindrances and insight into the development of effective professional development opportunities. Although
technology has the potential to allow students the opportunity to explore complex mathematical concepts in a unique way,
these opportunities can only be afforded to students if teachers are adequately prepared to create and present these
opportunities. If teachers are effectively prepared, they will be able to present content to students in a variety of
technology-enhanced ways such as visuals, audio, hands-on computer explorations, etc. that can broaden the learning
opportunities for students and strengthen their understanding of mathematics. In my own teaching practice, this has made
me more aware of the necessity to seek out professional development opportunities designed for technology
implementation in the mathematics classroom specifically. Although I am confident in my ability to learn and use a
technology, I sometimes struggle determining the most efficient, beneficial way to integrate technology into my classroom.
Collaborations with colleagues that are context-specific to the mathematics classroom would be extremely helpful for
developing ideas and boosting my confidence for daily technology integration that would meet the high demands of the
mathematics curriculum. This research has motivated me to critically analyze the ways in which I use technology in my
mathematics classroom to determine the effectiveness of providing my students with unique learning opportunities that are
enhancing their understanding behind the surface level of the mathematical concepts. Future research should explore the
potential avenues that create learning opportunities that generate these prospects for enhanced understanding. Further local
research should focus on identifying specific teacher needs to frame professional development opportunities that promote
mathematical technology integration methods that address the needs of immediate teachers.

References
Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development
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Kidwai, S. (2011). Changing the image of cte. Techniques: Connecting Education and Careers, 84(4), 16-19. Retrieved
from http://eric.ed.gov/?q=Student Misconceptions Mathematics CTE.&id=EJ926082
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Wooldridge, V. W. (2009). A quantitative study on the relationship between teachers' technology perceptions and math
proficiency. (Order No. 3393493, University of Phoenix). ProQuest Dissertations and Theses, , 155. Retrieved from
http://search.proquest.com.ezproxy.library.ubc.ca/docview/305126451?accountid=14656. (305126451)