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The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

MakerBuses are travelling makerspaces that deliver hands-on tools and resources to community-wide locations to foster 21st century learning and development. Often found in K-12 schools, MakerBuses provide accessible and tangible learning opportunities for all learners, even in the most underserved communities. This single, typical case study provided a foundational look at how one MakerBus started as a simple idea and evolved into a learning experience used throughout the community it serves. Through discovery it was evident that accessibility, community outreach, tool distribution, and active learning were the critical elements that made this makerbus a unique tool for education.

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The purpose of this research was to examine the role of instructional technology resource teachers (ITRTs) within Virginia's public school divisions focusing on how ITRTs used their time throughout the school year to integrate technology into the curriculum. Based on data from surveys of current ITRTs, the researcher investigated further to find relationships, if any, among the professional and educational backgrounds and work calendar of these teachers and their responses to their actual role. The study also addressed training that the ITRTs have received to assist them in their job duties and explored the participants' perceptions of their roles as ITRTs. Data were collected through the administration of an online survey sent to 1,199 ITRTs in 133 school divisions (districts) in Virginia. The response rate was 82% or 983 returns. The data were analyzed and presented using a tabular format along with a brief description. Based on the findings, 40.9% of the respondents listed Instructional Technology Resource Teacher as their official job title. The majority of respondents held master's degrees and teacher's licenses. Respondents reported that 95% were full-time ITRTs. Most worked on a 10- or 11-month work calendar. The findings showed that instructional technology resource teachers were assisting teachers somewhat with technology integration, but the time spent on solving software (64.8%) and hardware (53.3%) problems remains a concern. The majority stated that they had received training from their school divisions. The analysis showed that only 1.6% of the respondents had no training. Respondents overwhelmingly agreed that the most effective way to meet each school's instructional technology needs is to have one full-time instructional technology resource teacher in each school. Respondents stated there was not enough time allotted for teachers to plan for technology in the classroom and that there were insufficient funds for hardware and software needed for implementing technology into the classroom. Most agreed that support from school division administrators are assisting teachers in successfully integrating technology into the classroom and the majority of respondents disagreed that Standards of Learning (SOL) prompt teachers to use technology as a daily instructional tool.

Many researchers feel that teacher preparation programs are not doing enough to prepare teachers to effectively use technology. The result is a plethora of teachers who may know the basic functions of different programs, but who are unprepared to integrate these skills into their teaching. One method used by a few preservice programs, including BYU's, is the use of modeling sessions, otherwise referred to as live modeling. In these modeling sessions, the instructor models for the preservice teachers how a K-12 teacher could teach with technology, while the preservice teachers participate as if they were K-12 students. This thesis is a qualitative investigation of how this method of live modeling has impacted students, according to the perceptions of a sample of former students of the course. This project also has a practical focus of identifying strategies for improving modeling, and pitfalls that may indicate when modeling is not as effective. Overall, this study found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers. However, there were some students who struggled to abstract principles from the modeling that could help them as teachers. In other words, they struggled to cognitively transfer the learning from the context of the modeling session to their own teaching contexts. In this research I identify five main contextual breakdowns that often occurred among students in the course. These were breakdowns, or differences, between the modeled context and the students' actual contexts that were sufficiently large enough to disrupt the students' abilities to cognitively transfer the learning. By adapting the live modeling method to more specifically address unique students' needs and contexts, then the cognitive transfer of learning should be easier and the method could be a strong tool for training preservice teachers to use technology in their own teaching.

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