EXPERIENCING A TECHNOLOGY-RICH MATHEMATICS
CLASSROOM FROM A DISTANCE
Nicholas Oppong
University of Georgia
Keith Leatham
University of Georgia
By using video conferencing we provided our preservice teachers
(PTs) a window into a middle school
mathematics classroom where
every student had a laptop computer to take both home and to school, offering the PTs
opportunities to learn about how teachers teach and students learn with
technology. Our approach was modeled after constructivist philosophy (von
Glasersfeld, 1995). We
investigated the advantages and disadvantages of the long distance interactions
as perceived by the PTs. We also investigated what the PTs learned about the
use of technology for teaching and learning mathematics.
Conclusions drawn from
PT's responses on questionnaires, interviews, a "town meeting" and
our observations indicated that they overwhelmingly viewed their experiences as
positive. The PTs liked that they could discuss, observe, question and wonder
throughout the videoconference because they could control whether the
cooperating inservice teachers and their students could see or hear them. As
one put it, "I like how we can turn off the microphone and discuss what is
happening together." They thought one of the biggest advantages of
observing over the Internet was they could "see a variety of classes in
many places without the time or expense of driving there."
Our PTs observed the
classrooms in action, asking and responding to pedagogical and content
questions before, during and after lessons. They became active learners,
responsive problem solvers, and critical thinkers (Oppong & Russell, 1997).
After the video conferencing interactions, they were convinced they needed to
know more about teaching with technology. The PTs commented, "It helped to
see how a teacher would actually go about teaching using computers."
According to them, the most important thing they learned was that
"technology is not just good for typing papers and surfing the net but a
powerful tool for students to use in their learning."
References
Oppong,
N.K. & Russell, A. (1998).
Promoting Critical Thinking In Pre-service Teachers By Using Combinations
Of Software. Mathematics and Computer Education. 32(1), 37-43.
von Glasersfeld, E. (1995).
Radical constructivism: A way of
knowing and learning. Washington,
DC: Falmer.