William+Stremple-resources

Wentworth, N. M., & Monroe, E. E. (1996). Parent beliefs about technology and innovative mathematics instruction. //School Science and Mathematics,// //96//(3), 128-128. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/195207500?accountid=12598
 * Resource 1:**
 * Summary and Critique: ** In this article, it focuses on parent reactions and beliefs pertaining to the uses of technology, mainly computers, in classroom instruction. Parents want technology to be a part of instruction because they believe it will help improve test scores and overall comprehension. Most parents see a correlation between instruction and computer use and some even see computers as a possible substitute for teachers. This is why teachers need to create innovative ways to use technology. However, the more innovative the instruction, the more parents are skeptical about it. According to parents, the most important roles of education in relation to technology use are learning skills and receiving job training. This study also stated that innovative instruction was linked to parent beliefs that education works to develop students to their full potential, create responsibility, and develop problem-solving skills.

One of the main concerns many teachers have with instruction is how do parents view the educational process. This article talks about what parents think about technology use in the classroom and it clearly shows that the majority of parents are in favor of its use. Many times the article referenced the instructional potential computers provide and how computer-use can improve skills and workforce training.

Huang, S. L., & Waxman, H. C. (1996). Classroom observations of middle school students' technology use in mathematics.//School Science and Mathematics,// //96//(1), 28-28. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/195197185?accountid=12598
 * Resource 2:**
 * Summary and Critique:** This article was written in correlation with a study conducted to observe technology use in middle school mathematics classrooms and investigate the differences in usage by grade level, gender, and ethnicity. Studies show that using calculators and computers improve cognitive outcomes for students. The basis of technology use for these studies was on calculators and computers, but the teacher participants were only given twelve hours of professional development training on calculator use and not on computer use. The study found that there were no significant differences in technology use with regards to gender or ethnicity, but there were differences in usage by grade level. Seventh grade mathematics students were observed to use calculators more often than sixth or eighth grade students. This study suggests that schools/districts need to offer more professional development opportunities to make middle school mathematics teachers aware of the benefits of technology use in the classroom.

Although this article is older, it really opened my eyes to the definition of technology and its uses in the classroom. Until reading this, I did not view calculators as a technological tool. I saw them as a tool that students depend on too much for basic calculations. It may be because of my educational background, but I rarely like to use calculators in my classroom. I prefer to have students use mental math to provide answers to many problems. After reading this article, I realized that calculators are a useful technology in the classroom and I plan on using them more often, not only on assessments, but in class as well.


 * Resource 3:** Burchett, R., Cradler, J., Freeman, M., & McNabb, M.(2002) How Does Technology Influence Student Learning. Learning and Leading With Technology. Volume 29, Number 8, p.26-29, 56.
 * Summary and Critique: ** This article focuses on a CARET research study that gathered information on how technology influences student achievement and academic performance in relation to three curricular goals: achievement in content area, higher-order thinking skills, and workforce preparation. This study also emphasizes the importance of technology-use along with collaboration in learning methods and leadership targeted at technology planning for school improvement purposes. They talk of how test scores are improved by connecting content area learning standards and technology. By using computer-based and -assisted software, it helps students to better understand mathematical concepts. Also, this research shows that higher-order thinking and problem solving skills are improved with the use of technological tools in instruction. Finally, the study gave credibility to technology-use with respect to preparing students for future work.

Cradler and his colleagues outline the potential uses for technology in all subject fields, not just mathematics. I felt this article really gave me an understanding of why using technology in the classroom is helpful to all the involved parties. The three curricular goals defined by the research are three goals that either my school district or I have for students. The one I strive for most often is workforce preparation. It is not because my students are ready to join the workforce, but because linking material and skills to future jobs is a great way to engage and motivate students to learn.