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Conclusion: Increased integration of graphing and data collection technologies in methods teaching was observed to raise pre-service teacher confidence and understanding of the use of classroom technology.
City University of New York
In a descriptive case study, data collected from surveys and reflection journals for both secondary and elementary education groups show that pre-service teachers' perspectives strongly depended on the intensity and length of experience they had with the use of technology. More experience and practice provides pre-service teachers with a better understanding of the benefits of technology for their future students as well as for their own learning. However, the effect of integrating graphing calculator technology into methods classes on the pre-service teachers' confidence in the use of this technology was different for secondary and elementary education participants.
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 Reference: (Lyublinskaya, Donoghue et al. 2007)
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Conclusion: Pre-service teacher attitudes toward TI-Nspire were reported to be significantly positively effected when its use was modeled by exemplary practice in the field.
Brooklyn College-CUNY
A small-scale descriptive pilot study of pre-service teachers using TI-Nspire found the crucial, perhaps, decisive effect that modeling of exemplary practice in the field placement has on candidate attitudes regarding the use of advanced digital technologies in their teaching
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| Reference: (Meagher, Ozgun-Koca et al. 2008)
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Conclusion: Using TI-Nspire technology in pre-service teacher education was reported to stimulate pedagogical reflection and the motivation to learn in new teachers.
Florida State University
A case study introducing TI-Nspire to 35 pre-service math teachers in 2 cohorts found that:
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| • | the new technology served as a tool or stimulator in fostering pedagogical reflection among the participants. |
| • | the new technology stimulated among the participants a willingness to learn on their own and with their students. |
| • | participants' beliefs and prior experience played an important role in their justification of their proposed ways of teaching and assessment. |
| • | participants experienced tension between traditional curricular materials (e.g., the textbook) and the need to recreate their instructional tasks. |
| • | the new technology can at times lead to conflicts between participants' traditional view of mathematics teaching and their awareness of innovative alternatives. |
| Reference: (Spector, Jakubowski et al. 2008)
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Conclusion: Pre-service teacher educators should examine lessons learned from the SimCalc project for development of effective instructional models using graphing calculators and classroom networks.
University of Massachusetts - Dartmouth
In high quality experimental studies, SimCalc has shown strong effects for teaching mathematics in a technology-facilitated environment. At the heart of the model is the use of technology to integrate graphical, dynamic and linguistic representation to enhance student learning. At Texas Instruments, we see implications that extend far beyond the project and are important to the entire graphing calculator and classroom networking community in math and science education.
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| Reference: (Hegedus 2007)
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