Evaluating Teachers' Technology Integration Practices Informed by the Perspectives of Their Students

Abstract

Our proposal aims to report on a study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza etal., 2009a; 2009b) for general technology integration. We had the opportunity to observe teachers' integration of technology into their classes as part the GEOMATECH project an EU-Funded national project aiming to introduce technology into Hungarian classrooms in 800 schools, and develop technology resources for the entire curriculum for the Hungarian Education system from year 1 to 12 in most topics in mathematics and physics together with a range of pedagogical approaches. In the pilot study, we worked with 45 teachers and their students and integrated findings into the material and teacher training resources developed for GEOMATECH and the 2400 teacher participants.