Running head: TECHNOLOGY USE IN ELEMENTARY MATHEMATICS 1

Use of Technology in Elementary Mathematics Education

Holly Carbine

Weber State University

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Technology is ever increasing in education. The use of technology is affecting the

curriculum of education as it is incorporated into lesson plans. Teachers are finding new ways to

make learning more exciting, and through the use of technology, they are able to do that.

Students of today have grown up with more technology than ever before, so the incorporation of

technology is vital to enhance student learning beyond just teaching. Technology has the

capability of enhancing student learning.

American Economy

The American economy as well as the global economies have observed changes as well.

The economies have been affected by science, technology, and innovation. Citizens are

becoming more knowledgeable due to advancements in the technological fields. The need for

more employees has increased in the fields of Science, Technology, Engineering, and

Mathematics (STEM). The need for these employees is growing steadily to keep up with the

high-tech economy (DeJarnette, 2012).

In 2013, President Obama put into play a federal effort to get a laptop, tablet or

smartphone into the hands of every student in the United States by 2017. He also wanted to have

enough bandwidth to get 49.8 million American kids online simultaneously by that same year.

His hopes are that textbooks would be replaced by flat screens, and worksheets would be stored

in the cloud, not Trapper Keepers. Another goal in mind is for the Dewey Decimal System to

give way to Google. The Secretary of Education, Arne Duncan, said that “it’s a big deal”

(Scherer, 2014).

Another goal Obama has in mind in America is his “Educate to Innovate” campaign. He

wants to see an improvement of performance and skills of American youth in STEM content. He
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hopes to do this by collaborating efforts with the federal government, leading companies, non-

profit groups and educational societies (DeJarnette, 2012).

Utilizing Technology

The process of learning is the capability of a person to develop new knowledge, skills, or

attitude due to their effort to increase knowledge as well as their environment. People are

learning every day, all the time. Educators have purposeful efforts to teach learning. The way

teachers plan a curriculum has an effect on what is learned and how a person will continue what

they have learned.

The teaching-learning process includes selection, arrangement transferring

knowledge in a proper environment and interaction between this information and

the individual. Learning environment means not only the place that instruction

will occur but also the methods, instruments, equipment, and materials which will

be used in transferring the knowledge and guiding the works of individuals in

learning process (Uyangor & Karaca, 2010).

Being aware of the process of learning is fundamental for teachers. In order for teachers

to incorporate technology into their curriculum, they need to be aware of the process of

instructional technology. Instructional technology includes “creation and organization of

necessary environments to realize the learning, guiding the educators through the solutions to the

problems which will come out, enabling a proper selection, arrangement and preparations of

instruments, equipment” (Herron, 2009-2010).

Having a thorough knowledge of the process of learning and instructional technology is

important for educators. Through the evolution of technology, educators may have a difficult

task of ensuring that they are up-to-date with technology. Teacher education programs have a
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duty to prepare teachers to use technology effectively. Many teachers who have not yet practiced

in the field feel they are not fully prepared to teach using technology upon graduation. Teacher

education programs need to examine methods that allow for elementary pre-service teachers to

gain the knowledge necessary for implementing technology into the classroom (Herron, 2009-

2010).

Many pre-service teachers reported having difficulty with the technologies available in

schools and classrooms. Many teachers also mentioned that they noticed several students also

have difficulty with technology skills. Some students lacked technology skills such as using the

mouse on a computer. It was assumed that all children know how to use a computer. Many future

teachers entering teacher education programs today have been raised with technology. They have

more knowledge entering the education program than those who were not raised with technology

(Herron, 2009-2010).

The views of technology are directing school and social life. “I think technology is

necessary to keep up with society competition… So technology is definitely necessary [for

students] to make more money or to hold more powerful positions in society” (Chen, 2011).

Educators view technology as a tool. They believe that the use of technology is only as effective

as the person using it. Many teachers view technology as tools, such as graphing calculators and

the Internet. Several teachers have the notion that the use of technology is their own personal

choice. They may use technology to enhance teaching and learning while avoiding the pitfalls of

society (Chen, 2011).

Many teachers are aware and understand how technology influences what and how

people learn. They also understand how and what technology changes the learning experiences
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of the world around us. Many are also aware that technology allows students to utilize several

senses at one time, enhancing the learning experience (Chen, 2011).

Instructional methods motivate students and encourage them to study lessons providing

them with the options of evaluating it. Instructional materials provide a more effective

presentation of the subject. It also makes the material more enjoyable and interesting to students.

Teacher who take the effort to incorporate technology into their lesson plans are willing to

provide better education for students that captures their interest (Uyangor & Karaca, 2010).

Because comfort with technology is an important predictor of the integration of

technology it is essential to provide teachers with appropriate training and support prior to and

during the use of technology in the classroom. While training may provide knowledge, it is vital

to provide ongoing support until the teacher is comfortable with using the technology in the

classroom. In the past there has not been much instruction in utilizing technologies and have not

received continued education on the implementation of technology in their lessons.

Implementation in technology may also aide students with math interventions (Archer, et al.,

2014).

Technology in Mathematics Instruction

Technology encompasses a wide array of tools. It is not just calculators and the Internet.

Technology is using several tools to enhance learning. Regardless of the type of technology used

in the classroom, without the knowledge and skills of a particular type of technology it will be

useless in the classroom. Educating teachers in many types of technology is critical in keeping up

with society and technological evolution (Archer, et al., 2014).

The knowledge of technology is important to a general education educator. Knowledge of

technology can play a significant role in mathematics education. Mathematics teacher

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preparation programs must ensure that teachers and teacher candidates have the skill set to

incorporate technology in teaching mathematics. Technology can be an essential tool in

reinforcing a math lesson. Understanding the wide array of technological tools can make a

difference in what is learned in elementary mathematics (Herron, 2009-2010).

Technology is not the only way to engage students, but it can help them view

mathematics in a more meaningful way. There is an increase in the number of students enrolling

in advanced math and science courses in high school. Providing exposure to even the youngest

learners can enhance long-term success for American education. Educators have the intentions of

introducing elementary students to a STEM curriculum in the earlier years (DeJarnette, 2012).

Due to the increase of importance in material supported education in mathematics, the

need for well-informed teachers in the area of technology has also increased. Students have

increasing interest in utilizing technology in their education. They have interests and wishes and

have an expectation from teachers to carry the knowledge to support utilizing technology in

mathematics education. Providing support and education to teachers should become an objective

in the educational system (Uyangor & Karaca, 2010).

Disadvantages of Technology in Education

Teachers need to be familiar with the goals of incorporating technology in education.

Teachers who realize these goals should also believe in the benefits of utilizing educational

technologies. Lessons should show interest in diversifying educational technologies and

successful teachers should be willing to use it and have a positive attitude toward incorporating

it. It is believed that a positive attitude will increase prospective teacher’s use of lessons

integrating technology (Uyangor & Karaca, 2010).

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A complaint that teachers tend to have is that technology is only useful when used

correctly. A classroom with computers can only be effective if the students are aware of how to

use it. Previous programs of digital learning incentives have proved to be costly in the past due to

lack of training. A $500 million plan to buy an iPad for every student in the Los Angeles Unified

School District imploded after questions were raised about the plan to utilize the technology and

continuing developments of technology. A lot of money has gone into the development of

technology without looking at where and how the technology will be used and long term plans of

technology (Scherer, 2014).

Teachers’ concerns also included unreliable school technology systems: “I feel that one

of the factors that retard the positive use of technology in the classroom is the unreliability and

un-user friendliness of the networks and unavailability in highly resourced computer labs.”

Similarly, teachers found it frustrating to deal with carrying the teaching work while attending to

other more technical and logistics issues: “Setting lessons based on laptops usage are extremely

frustrating given the number of students who 1. Forget laptops, 2. Have it in for repair, 3. Don’t

have it charged, 4.can't access work.” (Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013)

Internet has a prominent role in daily endeavors of learning. Through advancements of

web-based technologies, scholars have studied several cognitive and affective variables related to

the effectiveness of utilizing technology in mathematics instruction. Many web-based tools were

used to analyze the effectiveness of technology in mathematics instruction (Ersoy & Akbulut,

2014). Technology education can also build and reflect on the development of other educational

disciplines (Jones, Buntting, & de Vries, 2013).

How students make progress in technology requires a consideration not only of how

students learn in technology, but also what facilitates effective learning and how this might be
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enhanced through teacher-student interactions and feedback. This is a critical area for research

and ongoing teacher professional development. (Jones, Buntting, & de Vries, 2013)

It is important for future teachers of mathematics to distinguish between

technology as course content to be taught and technology as a teaching tool. This

exploratory study examines prospective teachers’ views of the role of technology

in mathematics education before, during, and after their experience in a

mathematics class that focused on technology in mathematics education. In

particular, the researchers explore participants’ views of mathematical content

technology may aid in the teaching of and their views of the teacher’s role in a

class were technology is utilized. (Habre & Grundmeier, 2007)

Benefits of Technology in Education

Programs utilizing technology in education were found to cross-over into other subjects.

It was found that using technology in one subject increased the effectiveness of using technology

in other subjects including language arts. The more technology is used, the less complications are

found in the utilization (Sinclair, 2014).

Most successful math lessons/units are those that have a good balance of digital

technologies and ‘traditional’ mathematics teaching methods. The lack of time to deliver course

content is a factor that is restraining teachers from developing their skills. Concepts need to be

taught in a short amount of time so students are prepared for their exams. Finding high quality e-

learning resources is also an inhibiting factor. Most tools are better as demonstration tools, rather

than for the students to use. In regard to mobile learning devices, a respondent remarked: “Big

fan of iPod Touches, iPads but am yet to find software apps that are particularly useful. Some
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graphics apps are good, but overall not great.” (Handal, Campbell, Cavanagh, Petocz, & Kelly,

2013).

For over two decades, many stakeholders have highlighted the potential of digital

technologies for mathematics education. The National Council of Teachers of Mathematics, for

example, in its position statement claims that “Technology is an essential tool for learning

mathematics in the 21st century, and all schools must ensure that all their students have access to

technology” (Drijvers, 2013).

Assisting with Learning Disabilities

Mathematics education has included computer-assisted learning in a variety of ways. For

those with learning disabilities, the introduction of computer-based math interventions has

produced several benefits. Showed that Math Blaster, a commercial math-based computer game,

can increase active engagement, decrease off task behaviors, and increase math performance

among students with attention-deficit hyperactivity disorder (ADHD). Computer based learning

interventions are providing learning benefits to students of all demographics (Jackson, Brummel,

Pollet, & Greer, 2013).

Usage of symbols, shapes, mental images, concrete models and such kind of

demonstrations in expression of concepts in mathematics, is highly significant in terms of

learning process. In teaching, utilizing just one or two of these types of demonstrations and

ignoring the others will not support the process of children’s having the concepts of mathematics

sufficiently. Providing diversity in types of demonstrations and utilizing concrete models,

notably in teaching towards children, will facilitate the meaningful instruction of mathematics on

a large scale. (Uyangor & Karaca, 2010)

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Technology in mathematics has several benefits in education and particularly in math

education. There have been several known advantages of technology use within education. There

are several concerns about utilizing technology in education, particularly money issues and

incorporation within the lesson. Technology will continue to increase and develop and become a

benefit to students in education.

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References

Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the

effectiveness of technology use in classrooms: a tertiary meta-analysis. Computers and

Education, 140-149.

Chen, R.-J. (2011). Preservice mathematics teachers' ambiguous views of technology. School Science and

Mathematics, 56-67.

DeJarnette, N. K. (2012). America's children:providing early exposure to STEM (science, technology,

engineering and math) initiatives. Education, 77-84.

Drijvers, P. (2013). Digital technology in mathematics education: why it works (or doesn't). Grupo de

Investigacion Didactica de la Matematica: Pensamiento Numerico, 1-20.

Ersoy, M., & Akbulut, Y. (2014). Cognitive and affective implications of persuasive technology use on

mathematics instruction. Computers & Education, 253-262.

Habre, S., & Grundmeier, T. A. (2007). Prospective mathematics teachers’ views on the role of

technology in mathematics. IUMPST: The Journal, 1-10.

Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Technological pedagogical content

knowledge of secondary mathematics teachers. Contemporary Issues in Technology and Teacher

Education, 22-40.

Herron, J. (2009-2010). Implementation of technology in an elementary mathematics lesson: The

experiences of pre-service teachers at one university. Srate Journal, 22-29.

Jackson, A. T., Brummel, B. J., Pollet, C. L., & Greer, D. D. (2013). An evaluation of interactive tabletops in

elementary. Educational Technology Research & Development, 311-332.

Jones, A., Buntting, C., & de Vries, M. J. (2013). The developing field of technology education: a review to

look forward. International Journal of Technology & Design Education, 191-212.

Scherer, M. (2014, October 9). The paperless classroom is coming. Title, pp. 37-38.
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Sinclair, N. (2014). Generations of research on new technologies in mathematics education. Teaching

Mathematics and its Applications, 166-178.

Uyangor, S. M., & Karaca, D. (2010). The attitudes of the prospective mathematics teachers towards

instructional technologies and material development course. The Turkish Online Journal of

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