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Grade 5 Math Teachers' Experiences With the Integration of Technology Into the Curriculum
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Grade 5 Math Teachers' Experiences With the Integration of Technology Into the Curriculum
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Dissertation
Grade 5 Math Teachers' Experiences With the Integration of Technology Into the Curriculum
2014
Overview
Researchers have documented that integrating technology into mathematics instruction can help students improve their mathematical thinking. However, at the study site, Grade 5 students were not passing state tests and were not meeting adequate yearly progress (AYP). The purpose of this case study was to examine the experiences of Grade 5 math teachers with integrating technology into the curriculum in order to help their students improve their proficiency in math. The conceptual framework was based on social learning theory. A purposive sampling technique was used to select 6 Grade 5 math teachers who had integrated technology into the curriculum. Data were collected through face-to-face audio taped interviews, and then analyzed using line-by-line analysis for emergent themes. All participants reported having positive experiences regarding helping students learn math by integrating technology into the curriculum daily. Participants reported the need for professional development opportunities on teaching strategies and technology integration. Implications for positive social change include professional development for math teachers in integrating technology into instruction, which may help students meet AYP, graduate from high school, and be prepared to enter higher education or the work force. .
