Technology integration in active learning mathematics classrooms: Faculty perceptions and challenges
Abstract: The purpose of this exploratory pilot study was to collect data on how mathematics instructors were using technology to teach in mathematics classrooms. Specifically, instructors who used active learning in their classrooms were purposively selected to determine their use of technology. The challenges they encountered in using technology to teach were also examined. In addition, the study was used to pilot terminology and ideas for a bigger, more in-depth study on the same topic. Participants (n=106) reported being both comfortable and proficient with technology use while teaching. Results indicate that further investigation into exemplary instructors’ use of technology is necessary. Terminology used in this pilot study will be re-worded and defined for the in-depth study that follows. Face-to-face, hybrid/blended, and online classrooms will be examined. In this presentation, we will present perceptions of both exemplary uses of technology as well as non-use responses. We will discuss typical challenges encountered by our participants as well as less typical challenges. We will also pose and discuss questions regarding future research in the area of technology use by mathematics instructors in active learning classrooms.