1. The Difficulties Facing Technology Integration into Mathematics Education

2. What is one of roles of the math education community? prepare students for the work place prepare students for the work place provide them with the necessary expertise to effectively use the different technologies in work provide them with the necessary expertise to effectively use the different technologies in work

3. Why Math Education has not Fully Benefited from the Surrounding Technological Environment? Access to technology Access to technology Mathematics curriculum Mathematics curriculum Teachers' qualifications, beliefs and professional development Teachers' qualifications, beliefs and professional development

4. What Type of Technology Will be Referred to in This Presentation? Technology associated with computers Technology associated with computers Any other type of technology will be specified. Any other type of technology will be specified.

5. Access to Technology One of the main reasons that prevent technology integration in are financial matters One of the main reasons that prevent technology integration in are financial matters

6. Teachers' Qualifications, Beliefs and Professional Development “ Technology can improve teaching and learning, but just having technology doesn ’ t automatically translate to better instructional outcomes" (SIIA 2000). “ Technology can improve teaching and learning, but just having technology doesn ’ t automatically translate to better instructional outcomes" (SIIA 2000).

7. Teachers are the key to any successful reform in mathematics ((Kaput 1992, NCTM 1989, 2000 To implement technology in teaching mathematics, teachers should have a mastery of : the mathematics content, the mathematics content, the pedagogical skills and the pedagogical skills andskills the technology used. the technology used.

8. main problems facing teacher professional development financial problems, financial problems,problems time constraints, time constraints,constraints teachers ’ own beliefs about technology integration in math education and teachers ’ own beliefs about technology integration in math education andbeliefs the type of workshops designed for technology integration in math teaching. the type of workshops designed for technology integration in math teaching.type

9. How to Integrate Technology? Technology integration in the LMC should not be an aim, but a tool to improve the curriculum Technology integration in the LMC should not be an aim, but a tool to improve the curriculum Provision of an easy access to technology and associated resources Provision of an easy access to technology and associated resources Curriculum reform Curriculum reform Curriculum reform Curriculum reform Teachers' Development Teachers' Development Teachers' Development Teachers' Development

10. Conclusion "Education technology is neither inherently effective nor inherently ineffective; instead, its degree of effectiveness depends upon the congruence among the goals of instruction, characteristics of the learners, design of the software, and educator training and decision- making, among other factors" "Education technology is neither inherently effective nor inherently ineffective; instead, its degree of effectiveness depends upon the congruence among the goals of instruction, characteristics of the learners, design of the software, and educator training and decision- making, among other factors" ( Schneider M., SIIA, 2000) ( Schneider M., SIIA, 2000)

11. Consequences Many private schools can afford technology integration Many private schools can afford technology integration Not all public schools have computers due to the difficult economical situation Not all public schools have computers due to the difficult economical situation Ministry of Education has distributed 8000 computers over public schools last year Ministry of Education has distributed 8000 computers over public schools last yearyear

12. Not all the private schools support financially their teachers ’ professional development Not all the private schools support financially their teachers ’ professional development The Ministry of Education organizes free workshops for teachers in the public sector that range from teaching the teachers the basics needed for using the computer to developing a project based learning using computers The Ministry of Education organizes free workshops for teachers in the public sector that range from teaching the teachers the basics needed for using the computer to developing a project based learning using computers Teachers don ’ t have the chance to practice what they learn in workshops because software are not available at their schools Teachers don ’ t have the chance to practice what they learn in workshops because software are not available at their schoolsschools

13. Many teachers don ’ t believe in the effect of technology on students ’ learning their education about technology, their education about technology, to their proficiency in applying technology to their proficiency in applying technologyproficiency the way they have learned math the way they have learned mathmath

14. Not all the teachers that teach mathematics are considered convenient (holds a university degree in the domain of mathematics or has graduated from faculty of education to teach math) (The Strategic Educational Document CERD 2006) Not all the teachers that teach mathematics are considered convenient (holds a university degree in the domain of mathematics or has graduated from faculty of education to teach math) (The Strategic Educational Document CERD 2006)

15. The results of a study by Arouni (Arouni 2005) on 100 mathematics teachers that hold a B.S. or a higher degree in mathematics showed that lack of training is one of the causes that prevent these teachers from learning about new technologies and integrating them into their teaching. The results of a study by Arouni (Arouni 2005) on 100 mathematics teachers that hold a B.S. or a higher degree in mathematics showed that lack of training is one of the causes that prevent these teachers from learning about new technologies and integrating them into their teaching.teaching. Proficiency in Using Technology

16. Types of Workshops Teach about the technology Teach about the technology Few workshops addressing a special audience teach about the applications of technology in math education Few workshops addressing a special audience teach about the applications of technology in math educationeducation

17. Curriculum Reform Less attention to procedural and algorithmic skills and tedious calculations Less attention to procedural and algorithmic skills and tedious calculations More emphasis on deep conceptual understanding More emphasis on deep conceptual understanding Development of mathematical tasks can be shaped according to the following guide lines: Development of mathematical tasks can be shaped according to the following guide lines: guide lines: guide lines:

18. Guidelines introduce technology in context introduce technology in context address worthwhile mathematics with appropriate pedagogy address worthwhile mathematics with appropriate pedagogy take advantage of technology take advantage of technology connect mathematics topics connect mathematics topics Incorporate multiple representations. Incorporate multiple representations. ( Garofalo, Shockey, Harper, & Drier, 1999). ( Garofalo, Shockey, Harper, & Drier, 1999).1999)

19. Teacher Development Changing mathematics teachers' beliefs and attitudes towards technology Changing mathematics teachers' beliefs and attitudes towards technologybeliefs teacher training to use technology teacher training to use technology technology

20. Change in Teachers ’ Beliefs teachers must have opportunities to reflect on their own beliefs (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), teachers must have opportunities to reflect on their own beliefs (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), teachers must experience the value of technology integration in math teaching by having an access to others practices and beliefs that are reflective of their subject and grade level, and observe the positive impact these practices have on students ’ learning (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997) teachers must experience the value of technology integration in math teaching by having an access to others practices and beliefs that are reflective of their subject and grade level, and observe the positive impact these practices have on students ’ learning (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997)1997

21. Teacher Training Teachers must have confidence in their abilities while using technology in class. Teachers must have confidence in their abilities while using technology in class. A priority in teacher training is the connections between subject matter and pedagogical content, and the emphasis on learning about technology in the context of subject matter and pedagogy (Hughes,J., 2004 ) A priority in teacher training is the connections between subject matter and pedagogical content, and the emphasis on learning about technology in the context of subject matter and pedagogy (Hughes,J., 2004 )2004

22. NCTM Recommendations Mathematics teachers must develop and maintain the mathematical and pedagogical knowledge they need to teach their students well. One way to do this is to collaborate with their colleagues and to create their own learning opportunities where none exist. They should also seek out high-quality professional development opportunities that fit their learning needs. By pursuing sources of information, building communities of colleagues, and participating in professional development, teachers can continue to grow as professionals. (NCTM,2000, p. 373 ) 373 373