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ERIC Number: EJ1395734
Record Type: Journal
Publication Date: 2023
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0009-4056
EISSN: EISSN-2162-0725
Learning to Integrate Technology in Early Math Classrooms: An Empowering Collaborative Learning Experience
Larsen, Shannon M.; McCormick, Kelly; Coburn, Lisa; Henry, Colleen
Childhood Education, v99 n4 p48-55 2023
In 2014, over 30 classroom teachers and administrators from one district joined higher education faculty and researchers from an educational non-profit organization to begin a three-year collaborative project. They wanted to find ways to leverage the use of one-to-one mobile technology (tablets) in kindergarten-2nd-grade mathematics classrooms to improve student learning. During our first summer, we studied high-quality mathematics instruction and research-based strategies for integrating technology into classrooms. They engaged in rich mathematical tasks using open apps that support high-quality instruction, such as those found at the Math Learning Center, and examined ways in which the district's curricular materials aligned with their work. After exploring screencasting tools, the teachers became interested in how such tools might help students engage in mathematical communication. Screencasts, a form of interactive whiteboards, allow users to record their work on a device, upload pictures and screenshots, and record their voices. In this article, the authors share their reflections on both the integration of technology into mathematics classrooms and the collaboration that supported the work.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Primary Education; Kindergarten; Grade 1; Grade 2; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A