This study examines how secondary school mathematics teachers adapt their teaching practice to integrate the laptop into classroom instruction and how the implementation is effective in meeting the individual needs of students. A case study of three mathematics teachers at a co-educational, independent International Baccalaureate (IB) World School in Ontario was conducted.
Through interviews and classroom observation sessions, five major findings emerged: (1) reflection on improving teaching practice is necessary to successfully meet learning goals; (2) the teacher’s role is to facilitate the construction of knowledge; (3) the classroom is a rich learning environment where the students feel comfortable taking risks with technology and analyzing and discussing relevant real-world connections; (4) a variety of tasks and strategies must be employed to engage students interest, relate to their lives, elicit discussion and meet student ability and aptitude; and (5) laptops and/or tablets provide opportunities for the construction of knowledge.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/35567 |
| Date | 10 July 2013 |
| Creators | Remtulla, Fatima |
| Contributors | McDougall, Douglas Emerson |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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