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ERIC Number: EJ821457
Record Type: Journal
Publication Date: 2005-Mar
Pages: 29
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1475-939X
Student Teachers' Attitudes to and Use of Computers to Teach Mathematics in the Primary Classroom
McAlister, Mary; Dunn, Jill; Quinn, Louise
Technology, Pedagogy and Education, v14 n1 p77-105 Mar 2005
The purpose of this study was to assess student teachers' attitudes to and experiences of using computers in the primary classroom to teach mathematics. All teachers need to be able to exploit the potential of computers to meet their teaching objectives. Primary school teachers in Northern Ireland either have received or will be receiving training in information and communications technology (ICT), which has been financed by the New Opportunities Fund. In addition, the Classroom 2000 initiative is providing schools with state-of-the-art computer equipment, Internet, email and fast access to learning materials. However, in practice different primary schools will have different attitudes and approaches to the use of computers. This will have an effect on students who have been placed in different primary schools to complete their school-based work. This study investigated how student teachers saw computers being integrated into the teaching and learning of mathematics in their placement schools and the impact of this on their experiences. Findings indicate positive student attitudes towards using computers to teach mathematics, especially in Key Stage Two (upper primary) and in Year 3 of the B.Ed. degree course. Student experiences of the integration of ICT into mathematics teaching in the classroom were very varied and rather limited. (Contains 3 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)