ERIC Number: EJ1095548
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 21
Technology in Mathematics and Science: An Examination and Comparison of Instructional Use in the United States and Taiwan
Sparapani, Ervin F.; Calahan, Patricia S.
Education, v136 n2 p242-252 Win 2015
Mathematics, science, and technology are three disciplines that are highly discussed in national and international circles, especially as regards their importance to the success of young people after they leave school. With that, the purpose of the study is to examine the integration of technology into mathematics and science instruction in secondary education in Taiwan in order to make comparisons to the integration of technology into mathematics and science instruction in secondary education in the United States. The design of the study is qualitative, and comes from two theoretical traditions, which had their roots in anthropology (ethnography) and the social sciences (reality testing). Results and conclusions show that four factors are essential determinants of teachers regularly using technology in their mathematics and science classrooms. These factors are (1) whether or not the current technology is available, (2) the availability of professional development and training, (3) the interest level of the teachers, and (4) the most important factor affecting technology use is the involvement of the school principals.
Descriptors: Foreign Countries, Technology Integration, Technology Uses in Education, Mathematics Instruction, Science Instruction, Secondary Education, Educational Technology, Ethnography, Qualitative Research, Access to Computers, Faculty Development, Teacher Attitudes, Principals, Administrator Role, Interviews, Observation, Secondary School Teachers, Middle Schools, High Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Authoring Institution: N/A
Identifiers - Location: Taiwan; United States